Halloween (1978) Movie analysis Assignment Example | Topics and Well Written Essays - 1250 words

Halloween (1978) Movie analysis - Assignment Example l prove that the director deliberately depersonalized the antagonist to make him for frightening as well as designed mise in scene in a way that the viewer would know that something is missing and anticipate the danger. To begin with, one might note that when Laurie entered the room, she wanted to close the window. There was no particular reason to do so, other than some subconscious fear of Michael whom she recently saw. However, after she noticed that he was standing in her backyard, she immediately closed the window for a particular reason which is not to let him in. If one carefully analyzes the way she performed the action in question, one will be able to see that she was quite desperate and vulnerable. Indeed, a woman with her constitution can hardly oppose a man who is taller and stronger than her. Later in the movie she is shown fighting him and Laurie is able to overcome only due to some lucky hits that she makes. By far, the part when she noticed a strange figure in the backyard should be seen as a rather frightening one: the mask that he is wearing contributes to demonalization of the character. There are several explanations for it. On the one hand, when one looks at the backyard, one does not expect to see something extraordinary. That is why a presence of an unknown man in the very middle of it seems to be a real shock to her. Indeed, Michael is positioned on the front frame and occupies the majority of the space. In addition to that mask makes him look like the villain of the movie and becomes a symbol of taking away his humanity. That is why this particular image make Michael so frightening. One of the first impressions that the scene in the bedroom has on the viewer is the emptiness of the room. In spite of the fact that it looks as an ordinary room, mise en scene is organized in such a way that the audience understanding that something is clearly missing. Keeping in mind that Laurie saw Michael several times before walking into the house, it is

The economy of a specific developing country Essay

The economy of a specific developing country - Essay Example Kenya is located in the eastern part of Africa that is strategic for water transport because of the availability of good harbors that are easily accessible to vessels from most parts of the world. This makes Kenya to be strategically advantaged considering the fact that sea transports constitutes significant percentage in promoting international business. In addition, the country has several natural resources including oil that was recently discovered and natural wildlife that contribute significantly to the national income. Further, Kenya has a good human resource base considering that 70% of the population age is below 35 years and most people are well educated (Embassy of United States 1). Of more significance, economic growth in Kenya has been positive in the recent past and is considered as the regional powerhouse. Most election years are characterized by decreased economic growth resulting from political uncertainties in the country. This is evidenced by decline in GDP growth from 7.1% in the year 2007 before elections to 1.6 % in the year 2008 after presidential elections characterized by ethnic violence (Embassy of United States 1). This was not the case in the recently concluded presidential election where the national GDP growth was maintained at around 5% (The World Bank Group 1). According to The Brookings Institution, Kenyan economy acts as an anchor to the regional development in east Africa (1). This is because the country operates on a mixed economy with advanced human capital base and also adoption of technological innovations in the communication sector. On the other hand, Kenya experiences several types of inequalities that affect economic development in one way or another. To start with, there is income inequality in Kenya where few rich citizens control much of the national income (Heifer International 1). This has consequently led to increased poverty levels in the country. In addition, there is unemployment in equity between

The Star Appeal of Farid al-Atrash and Yusuf Wahbi Assignment

The Star Appeal of Farid al-Atrash and Yusuf Wahbi - Assignment Example Farid’s mother had to work as a singer in private functions like parties and weddings as her children also did jobs as they went to school. Farid and his young sister Amal took an interest in their mother’s love for singing and thus she encouraged them to sing as she taught Farid how to play the oud. Early in their youth, Farid and Amal (who later became Ashmahane), began drawing the attention of composers and song-writers who were amazed by their musical talents and beautiful voices. Soon, they were singing in radio stations and in large gatherings. The cinema also opened a door for success for Farid and Ashmahane after they starred in two films. Unfortunately, tragedy struck and Ashmahane died after being involved in a grizzly car accident. It was rumoured that she was involved with the British intelligence (IMDB 1990). Farid’s quick success brought him into a life of night clubs, love affairs and gambling in which he got involved. Soon, he went into debt and w as abandoned by his mother. It is during this time that his sister died (IMDB 1990). According to Sis.gov, Farid studied the lute at the public service department of the Institute of music and at the same time worked as a driver to earn a living. This was a time of financial difficulty for him and his family. Some of his teachers were the renowned composers Safar Ali and Mohamed al-Qasabgi. Farid later worked in the night club called Badie'a Mosabni. During Farid’s time in 1952, there was a revolution known as the 23 July Revolution. It began on 23rd July with a military coup d’etat by the Free Officers Movement. This was a group of army officers led by Muhammad Naguib and Gamal Abdel Nasser. This revolution was initially aimed at overthrowing king Farouk I but later went on to abolish the constituional monarchy and aristocracy of Egypt and Sudan, establish a republic and finally secure Sudan’s independence that was governed as an Anglo-Egyptian condominium. Thi s revolutionary government established a republic and among its goals was to secure the independence of Sudan. This revolutionary government adopted a staunch, nationalist, anti-imperialist agenda that came to be expressed mainly through Arab nationalism and international non-alignment (Khan 2010). Farid was a mixture of the oriental music’s originality and modernity of Western music. He was the best lute player of his age and one of the first to introduce the show business to Egyptian movies. He died in the year 1974. Indeed, Fareed Al-Atrash was a legend that will always be remembered throughout in history (Sis.gov). Yusuf Wahbi Yusuf Wahbi was an Egyptian stage and film actor and director who was a leading star of the 1930s and 40s. He was one of the most prominent Arab stage actors ever. Born the son of a pasha in 1898, Yusuf was expected to become an engineer like his father but his passion for acting took him to an unexpected direction. He joined the circus and this bot h surprised and enraged his father. He became someone whose testimony was not acceptable in court and he was considered a disgrace to his family. He was expelled from home by his father who later enrollrd him in an agricultural school in order for him to be reformed (Kanema 2008). Wahbi ran away to Italy where he changed his name to Ramses and only

What If Essay Example | Topics and Well Written Essays - 1750 words

What If - Essay Example If we are unable to establish some form of communication with others 'out there', there option of diplomatic advancement becomes extremely constrained. Hence, it is highly unlikely that we would be able to colonize any other planet. If we assume that the population of Eden2 can be communicated with, then it is in our best interest to take a diplomatic approach. By virtue of our assumption that they may be more technologically advanced then Earth, it would be illogical for us to choose invasion. The odds are we would be stopped, or eliminated from existence. Either way we do not leave a good impression of our species with the population of Eden2. Alternatively they may have evolved a society that is non-violent or even pacifist; however, it would be illogical to think that they would not have defences of some sort, especially given their advancement in technology. For example, they may have an impenetrable barrier around the planet or their places of dwelling; or firepower that is activated by too close an approach to their planet or dwelling; or they may be able to disarm their foe by way of being able to phase-shift (i.e. become invisible). Hence, we would need to approach in a friendly manner, take a slightly submissive role as guests in their part of the galaxy who looking for somewhere to live. We could assume that the population of Eden2 would want something in exchange for allowing us to colonize their planet, regardless of how friendly we are. As they may have more advanced technology it is unlikely that we would have much to offer in exchange. Alternatively, They may want something from us that we do not want to give, which leaves a lot to the imagination and calls into question many other assumptions that are better elucidated in my next sci-fi book (assuming my first gets published!). However, the idea that another species would engage in Earth behaviours such as reciprocity, 'scratch my back I'll scratch yours', or 'survival of the fittest', is purely a human concept. As we are currently unable to, and most of us not interested in, communication with the myriad of species we now co-habit with, we are unable to conceive of different ways of negotiating or problem-solving. We have only our human perspective as the frame of reference from which to draw on, and so likely we are projecting our human concepts onto another species.Given their probable higher levels of technology we could assume that they have advanced sociological systems as well, seeing as they have not used up all the natural resources on their planet, nor are nearing exte rmination of themselves through technology advancement. Although, from an Earth perspective, we have no evidence to support the assumption that advanced technology will ensures survival, given our present predicament. In the short-term, Earthlings can look forward to an extended life-span as compared to 100 years ago, thanks to technologic advancement. However, we also have decreased fertility rates and rising 'grey' populations in the West; overpopulation and appalling poverty in 'developing' nations; as well as mass species extinction and ecological breakdowns; pollution, depleted natural resources and global warming. The evidence suggests that advancements in our technology will not ensure our survival. Assuming that Eden2 has advanced socially, we could assume that they would be open to diplomatic negotiations regarding our colonization of their planet. Being socially advanced they would need to have ways of accommodating other

ILSC 2 Essay Example | Topics and Well Written Essays - 1000 words

ILSC 2 - Essay Example Involving and engaging employees in the decision-making process or working together with employees, as a team is another way of motivating employees.Many employees become contended with their work and also become active in the company when they are engaged in the decision-making process or work together as a team. Team building is crucial because it enables employees to improve their performance level because of accomplishing their task faster and effectively (Mayhem 2013, pr.6).For instance, Sony Company is one of the well-known corporations that have increased their revenues because of increased innovative products. This is because the company has a unique way of motivating their employees through involving and engaging them in the decision-making process, as well as, treating everyone equal (Smith 2013, pp. 16).James (2008, p. 433)offers some effective leadership strategies such as motivation and teamwork as valuable means for achieving competitive advantage in the company. Many l eaders have made significant efforts of incorporating varied leadership strategies in order to meet the organizational needs. Northouse (2010, p. 24) also argues that managers need to examine their own traits since this will enable them to recognize their weakness or strengths vital for understanding the way followers perceive them in the work environment. This is crucial because it can enable leaders to engage or create the good relationship with their employees; thus improving the industrial relations.

Legal Ethics Assignment Essay Example for Free

Legal Ethics Assignment Essay 1. Food and Drug Administration. This agency and proposed regulation interests me because since it is something that has become popular in the recent years and that it affects many people in the united states and in the world today. Yes, many people in the gaming industry smoke on a regular basics. It will not affect the business directly; just the workers in the industry. 2. The proposal is a consideration of applicable approval mechanisms and additional indications for nicotine replacement therapies (NRTs), and input on a report to Congress examining the regulation and development of innovative products and treatments for tobacco dependence. In more basic terms it is trying to get tobacco dependent treatments or mechanisms, such as electronic cigarettes, a chance to be officially approved by the FDA. 3. Six months after most people purchased e-cigarettes, 31% of these smokers said theyd quit cigarettes and two-thirds of them said theyd cut back on the number of cigarettes they smoked. A third of those whod quit smoking also quit using e-cigarettes. But E-cigarettes have not been tested for efficacy and safety. Additionally, they are produced overseas with little oversight to ensure good manufacturing practices. To regulate this product identified chemicals and quantities that is used in this product, release pros and cons for this product, and put a warning label on the product about the risk of addiction to nicotine. I wish to accomplish in my comment was to help the FDA is that there is pros in the use of E-cigarettes. Also, that the use of E-cigarettes is a lower and healthier risk then the use of regular tobacco cigarettes. 4. The deadline was Jan 16, 2013. 5.   a. Private citizens, government officials, industry representatives, businesspeople, and corporations can all send in comments based on provided proposed regulation during the public comment period. Anyone who wishes to challenge the validity of a federal regulation after it becomes law must participate in the comment period and voice his or her concerns at that time. Some agencies hold public hearings on proposed regulations. The purpose of the hearings is to take input on the proposals and consider additional evidence and consider additional evidence and factors relevant in promulgating the final version of the rule.† Business: Its Legal, Ethical, and Global Environment, 9th Edition. b. 1) Arbitrary and Capricious. Standard for challenging administrative agency rules; used to show decisions or rules were not based on sufficient. 2) Substantial Evidence Test. Basis for challenging the action of an administrative agency on the grounds that the rule promulgated was not based on enough evidence. 3) Failure to comply with the Administrative Procedures Act requirements of notice, publication, and public comment or input. The procedures for rulemaking must be followed in order for the regulatory process, and the resulting rules, to be valid. 4) Constitutional challenge. The regulation is unconstitutional. Dealing with regulations giving an agency authority to search records, or impose discriminatory requirements for licensing professionals. 5) Ultra Vires. Action taken beyond the scope of authority; with federal agencies, action taken that is beyond the congressional authority given in the enabling statute. c. From five legal theories, I would use Substantial Evidence Test to challenge this proposed regulation of not ban the use of electronic cigarettes. I choose this theory is based on the fact that there is enough evidence to prove that electronic cigarettes will not do the same damage to human as real cigarettes do. Because electronic cigarettes contain different chemical other than liquid nicotine, there is enough research to prove that other chemical will not affect people’s health, meaning electronic cigarettes are still a healthy alternative of cigarettes. Also, companies that manufacture electronic cigarettes claim their products do not contain carcinogens or tar or produce secondhand smoke, should be the first concern of making this regulation.

Early Years Foundation Stage

Early Years Foundation Stage Children are the most vulnerable people who have innate potentials yearning to be unleashed. It is in their early childhood when they begin to manifest such potentials and since they have yet to develop physically, cognitively and socio-emotionally, they would need supportive adults to guide them towards the right path in optimizing their potentials. The Early Years Foundation Stage (EYFS) is a resource for early childhood care and education practitioners to support the needs of young children under their care. It sets standards for learning, development and care for children up to five years of age. EYFS provides a wide variety of information on child development to help practitioners understand how children grow and what they need to help them optimize their potentials (Tickell, 2011). The use of this resource will effectively enable early childhood settings to meet the key outcomes outlined in Every Child Matters and to ensure that high quality service is provided to the children. Early Years Foundation Stage (EYFS) In early childhood, caring for all children involves many considerations. One is to see each child at his or her own developmental level and create activities and opportunities appropriate to their particular levels. The child needs to develop holistically, meaning each developmental area is given attention to so growth and development as a whole person ensues. The crucial areas of development that need to be emphasized in early learning are Personal, social and emotional development; Communication and language Physical development (Department of Education, 2012). Aside from these major areas, the children also need to develop skills in literacy, mathematics, understanding the world and expressive arts and design (Department of Education, 2012) These are all linked together, as in development in one area affects the others. The practitioner needs careful planning and implementation of activities so that children under their care grow in all areas. The EFYS works around four essential themes namely: A unique child; positive relationships; enabling environments and learning and development (Department of Education, 2012). These themes are briefly explained as follows. Each child is born with his or her own set of talents and potentials, and these are meant to be developed all throughout his life. The practitioner is to help the child develop his or her potentials to the fullest by providing him with activities and experiences to hone his skills. If the child shows propensity for the arts, the practitioner allows him or her to indulge in creative activities of interest to the child (Tickell, 2011). EYFSs theme of positive relationships enables children to grow up in environments that make them feel love and security from their homes or learning environments, making them grow up to be self-confident, self-propelling people. Supportive adults help children understand the emotions they undergo, especially if these feelings are negative and confusing to the child (anger, disappointment, jealousy, etc.). In being understood, the children themselves learn to be sensitive to others feelings and provide the same support and understanding to them, creating a circle The key of positive relationships. The outcomes specified in Every Child Matters are met in such positive environments (Department of Education, 2012). The theme of provision of enabling environments for children play a key role in helping and guiding children in growing to be capable individuals. This entails a practitioners keen observation of each child, as to his or her interests, skills, personality traits, etc. and get cues from the children themselves as to how they would like their learning to be structured. Careful planning of activities for children should consider important concepts and skills they should be learning at their developmental level. Again, this agrees with the constructivists view of childrens learning that they are capable of treading their own learning paths they themselves construct of course with the able guidance of a sensitive adult (Tickell, 2011). Lastly, EYFSs theme of learning and development helps practitioners understand that children develop and learn in different ways and at their own time. Each area of learning and development specified by EYFS is equally important and inter-connect with the others, so practitioners must make sure that they do not concentrate on only one area of learning at a time (Department of Education, 2012). Role and Value of Play EYFS recognizes the importance of play in childhood, as it provides many benefits. Wood (2004) contends that in maximizing the potentials of play as a teaching tool, adults have a great role to play in planning challenging environments, engaging children in learning from play activities, facilitating childrens language development, observing and evaluating childrens learning through play and encouraging its continuity and progress. Infants, toddlers and pre-schoolers derive much benefit from a play-based curriculum, and under the supervision of knowledgeable and caring adults, it is a powerful method in facilitating the development of childrens identities. During play, children demonstrate improved verbal communications, high levels of social and interaction skills, creative use of play materials, imaginative and divergent thinking skills and problem-solving capabilities (Wood, 2004, p. 21). Free exploration is considered Heuristic play by Holland (2003). It is encouraged without adult intervention. Adults simply provide simple materials and allow the child to just be and let his imagination take off . The child learns from observing directly what these objects will do or not do, in sharp contrast to much of the educational equipment which has a result predetermined by the design which has been devised by the adult maker (Holland, 2003, p. 142). Heuristic play will not only stimulate a childs thinking, but it also develops his creativity as he will see in his mind endless possibilities in imaginatively transforming ordinary objects into various things with various functions. Early childhood curriculum should incorporate play in its design. Play is essential to childrens learning, as it is one effective approach to captivate their interest. Teachers should take advantage of this and plan challenging learning environments to support their students learning through planned play activity. Aside from this, the teacher also needs to know how to support their spontaneous play and help them develop their language, communication skills and other developmental skills through interesting and fun play-like activities. Moyles et al (2001) claim that ironically, a learning environment that relies much on play leads to more mature forms of knowledge, skills and understanding. There is evidence to suggest that through play children develop high levels of verbal skill and creative problem solving capabilities EYFS and Other Early Years Programmes Several early childhood programmes share the same philosophy as those espoused by EYFS (Tickell, 2011). These programs have curriculums designed with the child at the center and all else caters to him to support his growth and development and the realization of his potentials. One is the Te Whaariki early childhood curriculum of New Zealand and the other is Reggio Emilia based in Italy. The Te Whaariki curriculum values play as an effective tool in facilitating childrens learning and development. Pedagogical models with strong sociocultural features such as Te Whariki do not leave play to chance but sustains it through complex reciprocal and responsive relationships as well as provision of activities which are socially constructed and mediated (Wood, 2004). Not only do activities promote self-awareness but also incorporate cultural awareness which strengthens childrens cultural identities. Webber (n.d.) summarizes what research has found out to maximize childrens learning as incorporating cultural content; reflecting cultural values, attitudes and practices; utilizing culturally preferred ways of learning, including culturally appropriate support; and affirming cultural identity (p. 9). This means they should be exposed to the songs, stories, games, etc. inherent in their family and cultural backgrounds. Much of these can be incorporated in play situations. Malaguzzi, founder of Reggio Emilia philosophy (1993) concludes that teachers should be researchers that think and produce a true curriculum centered on childrens needs. Teachers develop a curriculum from observing the children and noting down their developmental skills, interests and other possibilities they can discover on their own within the parameters of safety. This curriculum envisions implementation in an environment organized by teachers to be rich in possibilities and provocations that challenge children to explore, problem-solve, usually in small groups while the teachers act as keen observers or recorders of the childrens learning. Teachers get to balance their role by sometimes joining the circle of children and sometimes objectively remaining outside the loop (Pope Edwards, 2002). Teachers are on hand to provide assistance or further challenge childrens thinking to push them to optimize their potentials. They also observe childrens behaviors to see which of their needs need to be met (Lambert Clyde, 2000) and design opportunities to address such needs either through the curriculum or through their social interactions. Reggio Emilia schools provide an ideal learning environment for children. Since the approach was conceived in the context of shared learning with the families and other adults in the community contributing to the education of the young, it has the support it needs to implement a curriculum that best suits the needs of the growing child. It is commendable that the families and community members value their childrens education seriously that they take time to collaborate with the teachers in projects children do (Early Education Support, 2006). Knowing that children at the early childhood stage are concrete learners, much emphasis is given to the creative arts that the presence of an atelierista or Art consultant is vital in the program. Children are given several opportunities to explore their artistic side as they are provided with all the materials and conducive learning environment in the atelier or art studio within the school. Childrens 100 languages are given vent in various forms of art and other developmentally-appropriate activities. Not to be forgotten are learnings in literacy and numeracy which are likewise essential to childrens development. However, since it is the process which is given priority over the product, academics are learned in less structured ways. Learning is evidenced in highly documented portfolios which contain actual works of children, photographs of their projects and even transcripts of their language while working on some activities. Teachers observations are important since they need to document each childs episode of learning. Each portfolio is vastly different. Teachers and parents discuss childrens portfolios at parent teacher conferences to see evidences of progress. Teachers are also using digital portfolios. They may use these to complement the original portfolio of the child or alone. The portfolio assessment gives a clearer and more accurate picture of what children learn in school rather than a report card that serves to summarize learning in a particular period of time. Inclusion and Diversity in EYFS Practitioners with a genuine heart for caring for children are not prejudiced in selecting who to care for. According to EYFS principles, Children should be treated fairly regardless of race, religion or abilities. This applies no matter what they think or say; what type of family they come from; what language(s) they speak; what their parents do; whether they are girls or boys; whether they have a disability or whether they are rich or poor. All children have an equal right to be listened to and valued in the setting. (EYFS, 2007). Diversity is embraced so everyone is welcome to be part of the class. Inclusion of children with disabilities or special education needs is likewise advocated by EYFS. Inclusion settings should design the environment to accommodate such children like providing ramps for children in wheelchairs. At the same time, they should seek the support of the childrens parents and other agencies involved with children with special needs. Professionals from a wide variety of fields and disciplines devote much time and energy in helping these children live comfortable and fulfilling lives with the end view of mainstreaming them into society and the real world. Educators, therapists, psychologists, speech pathologists, physicians, social workers and even government officials join hands in the care and education of these children to ensure their optimum growth and development. The children may be part of the social care team. They have the ability to help each other in their interactions. Children, both normal and with special needs are subsequently paired in natural settings for social activities. The most direct outcome of these procedures has been an increase in positive social responses and peer acceptance. Strategies for peers to use include, soliciting the students attention, providing choices, modeling appropriate social behavior, reinforcing attempts at functional play, encouraging/ extending conversation, turn taking, narrating play and teaching responsiveness to multiple cues. (Benito Ramirez, 2000, p. 43). Conclusion Such information provided herein helps the practitioner plan a good program for children. Bearing in mind that each childs individual need should be met, a practitioner may group children with similar ages or ability levels together and manage the different groups in accordance to their developmental and individual needs. Practitioners should have enough flexibility in planning activities for children. Following their lead in terms of interests shared by the majority of children is one effective way of capturing their attention and motivating them to develop skills. To ensure that each individual in the group is provided with the necessary attention and care, the practitioner should be keen in observing their needs and interests so she is mindful of these when planning activities for them. Collaborating with parents is another way of gaining information on each childs interest, abilities and personal qualities. In the matter of addressing the key outcomes identified by Every Child Matters, EYFS is likewise very much concerned in the well-being of children and attempt to pursue its goals of keeping children healthy, safe, happy and capable, and being healthy, staying safe, enjoying and achieving, making a positive contribution and achieve economic well-being by not going hungry, unclothed or unsheltered. That is why its advocacy is to uphold the best interests of children. These five outcomes go for all children regardless of their background or circumstances. The outcomes are mutually reinforcing, as when one outcome is met, the others are more likely to follow. For instance, young people learn better when they are healthy and safe. Also, education is the best route out of poverty. With all the support from EYFS, the government and agencies involved with children, early childhood practitioners have no reason not to provide high quality service to their clients. Theirs is the most vulnerable lot and deserve the utmost care, since they hold the keys to the future. Understanding the needs and developmental growth of very young children enables the practitioner to plan very well for appropriate activities that would optimize their potentials.

The Role of Women in America Essay -- Womens Studies

The Role of Women in America In her essay, â€Å"Housewives and Homework: The Lacemakers of Narsapur,† Chandra Talpade Mohanty focused on how men sold products that women produced and profited from women’s work. The essay basically pointed out how work can be defined according to sexual identity. It made me wonder if American women are still perceived by men in society as being housewives even though some of us are doctors, lawyers, teachers etc. Is the work that women do seen as what Mohanty pointed out in her essay as â€Å"leisure time activities†? I think that to some extent men believe that women’s sole purpose on Earth is to be their wives/partners and to be good mothers to their children. Even though we â€Å"leisurely,† as Mohanty so plainly categorized our work according to men in India, go out to our different careers or occupations everyday, we are not truly seen as providers or given credit for being part providers for the family. Some men may feel that we pu t forth more of an effort in being a woman who cleans the house, cooks, and takes care of the children. Maybe our â€Å"le...

Artificial Intelligence and its Uses Essay -- Essays Papers

Artificial Intelligence and its Uses Artificial intelligence is defined as the ability of a machine to think for itself. Scientists and theorists continue to debate if computers will actually be able to think for themselves at one point. The generally accepted theory is that computers do and will think more in the future. AI has grown rapidly in the last ten years because of the advances in computer architecture. As AI advances, human beings are using it to help with some problems that use AI. AI is achieved using a number of different methods. The more popular methods are neural networks, fuzzy logic, and expert systems. There are very few applications that are pre-written using AI. Each company has to write its own software for the solution to the problem. An easier way around this problem is to make an add-on. The company FuziWare makes several programs that help out larger applications. FuziCalc, FuziQuote, FuziCell, FuziChoice, and FuziCost are all products that are used as management decision support systems for other off-the-shelf applications. A neural network is a type of information processing system that is similar to the makings of biological neural systems. The neural network tries to act like the way a brain and nervous system work by checking sensory inputs and making an output. Neural networks are used mainly for internal corporate applications in different types of problems. For example, Troy Nolen was hired by a major defense contractor to design programs for guiding flight and battle patterns of the YF-22 fighter. His software runs on five on-board computers and makes split-second decisions based on data from ground stations, radar, and other sources. It also predicts what... ...ng students specialized tasks. There are many ways that AI can be used to solve a problem. In the future, more problems will be solved with AI. With the advancement of AI and technology, AI will continue to get better and help out humans with more problems using AI. References Bailey, James. (1996). â€Å"The Computer Within Living Memory.† After thought: The Computer Challenge to Human Intelligence, (6), New York, N.Y., 60-68. Dean, Thomas., Doyle, Jon. (1996). â€Å"Strategic Direction in Artificial Intelligence.† ACM Computing Surveys (CSUR), 28(4), 653-670. Klassner, Frank. (1996). â€Å"Artificial Intelligence: Introduction.† Crossroads, 3(1), 2. Pearn, James. (2001). â€Å"ArtificialBrains.com.† http://www.glendhu.com/ai/. Pereira, Fernando. (1996). â€Å"Language, Computation, and Artificial Intelligence.† ACM Computing Surveys (CSUR), 28(4), 9.

Observation and Description Essay

1. Explain a learning theory observed in the video.  In the field trip, experiential learning was applied by the facilitator. In experiential learning, students are immersed in a real environment and exposed in a real situation. Experiential learning is based on constructivist theory whereby the learners play active roles in assimilating knowledge onto their existing mental framework and apply their school learned knowledge to the real world (Henley, 1994). In the video, students work with a professional to investigate and learn about nature at Fermilab. Students used magnifying lenses and their senses to see, smell, hear, and feel the plants that they were holding. Initially, students worked in pairs, share their knowledge and make comparison. Then, they worked in groups and write down what they have observed. Thus, the learners have applied the knowledge and concepts that they have learned in the classroom about living things to a real environment at Fermilab. Through the exchange of knowledge and observations among members of the group, they became active learners and teachers. Experiential learning was formulated by Carl Rogers who claimed that significant learning takes place when the subject matter is relevant to the interest of the learner and when external threats are at a minimum (Dover, 2008; Kearsley, 2008). The teacher must set a positive climate for learning, use learning resources, balance intellectual and emotional component of learning and share feelings and thoughts with the learners (ibid). Learning about nature, the prairie, wetlands and the diversity of life took place in Fermilab, a natural environment. Before students were taken around Fermilab, the facilitator gave them some rules to follow to protect the environment and everyone in the area. Hence, there was a positive climate for learning, the experience was significant to the students and the external threat to learning was kept at a minimum. b. Describe the observed teaching situation in terms of group characteristics, seating arrangement, and any additional criteria necessary to present the setting of the learning environment. The teaching and learning process took place at Fermilab where students observed the plants, animals and wetlands to determine the diversity of life in the environment. Initially, all students sat on the grass and work in pairs in observing the plants. They were also holding their magnifying lenses as they listened to the instructions of the facilitator. Each pair consists of a boy and a girl of the same age and grade level. They interacted with their teammates and discussed what they have observed. Then they worked in groups, reflected on what they have observed and shared what they have learned. There were two boys and two girls in each group. c. Describe the observed teacher-to-student interactions. Students were attentive to their teacher. When the facilitator says, â€Å"I want you to look at the plant, smell the plant, listen to the plant, shake it†¦see if it rattles†, students who were working in pairs got their magnifying lenses to look closely at the plants and follow the instructions of the teacher. Everyone was engaged in the activities. In another scene, a small group of students were listening attentively to a professional as she speaks about the different environments that they will observe and investigate. She also provided some rules that they need to observe to protect the environment and everyone at Fermilab. While the facilitator speaks before the students, there was a female teacher who was standing beside her. d. Describe the observed student-to-student interactions. In the first activity, a buddy system was established whereby students work in pairs while seating on the grass and observing the plants. A boy and a girl were interacting with each other and exchanging knowledge on what they have observed. In another activity, there were four students in each group. They were taking down notes on the plants that they were investigating. As students work in groups, peer teaching was established as groupmates do some discussions and kept their voices low so as not to disrupt the other groups. They were all doing their activities in an orderly manner. Analysis, Exploration, and Reasoning a. Describe the purpose of the observed lesson. The objective of the lesson is to learn about nature and to determine the diversity of life in different environments through active learning and immersion. Through experiential learning, students were able to explore the plants, animals and different environments in Fermilab through the use of their sense of sight, touch, smell, and hearing. The lesson also aimed to provide a hands-on experience on a real or natural environment instead of looking at the pictures, reading about nature and environment and staying in the classroom. The activities gave students the opportunity to work with other students and share their knowledge and observation with other members of the group. The activities also develop the social skills of the students. The activities aimed to foster cooperation as students need to follow rules to protect themselves, other people, nature, animals, and the environment. b. Describe a teaching strategy implemented in the observed lesson. Experiential learning is a strategy used by teachers to incorporate learning theories into lessons. As the students learn about nature and the diversity of life in their field trip, they will be able to construct their own knowledge about the protection of nature from what they have observed and experienced at Fermilab. Through experiential learning, the theory of constructivism can be applied in which learners actively build knowledge and skills, construct new ideas or concepts based upon their current and past knowledge (Bruner, 1990). Students have learned about plants and animal life in the classroom, through their readings or viewing of films or television programs. Now that they have an actual experience of nature’s life in Fermilab, their knowledge and experience are added to what they have already learned. Hence, they will be able to construct their own ideas on how to protect and care for nature and animals. c. Analyze the teacher’s possible purpose for implementing a teaching strategy observed in the video. The possible purpose of implementing experiential learning is to make each learner directly involved with nature and the diversity of life in different environments at Fermilab. The activities whereby students work by pairs or by groups and learn from one another will foster retention and comprehension of the subject matter because they learn through meaningful learning and teaching experience. The experiential activities make learners directly experience, discover and appreciate nature and environment through the use of their senses. Experiential learning also allows students to reflect on their experience, and generate understanding and transfer of skills and knowledge. d. Describe the level of student engagement with the observed lesson In the video, there was a high level of students’ engagement in the activities. This was evident in their participation to all the activities as they work in pairs and in groups in sharing their knowledge and observations on the plants that they were investigating. The students were listening and following the instructions of their teacher. When the teacher says, I want you to look at the plants, smell the plants, etc. , students who were working in pairs, got hold of the plants and observed them closely with their magnifying lenses. They were also attentively listening to the professional who was explaining about the environments and the diversity of life that they will examine within the Fermilab and the rules that they need to follow.