August Calendar of Famous Inventions and Birthdays

August Calendar of Famous Inventions and Birthdays Although the United States doesnt celebrate any official holidays during the month of August, the eighth month of the Gregorian calendar does celebrate the birthdays of many famous inventors, writers, scientists, and creators- find out who shares your August birthday. August is also the month when many great inventions, works of art, and scientific discoveries were first patented, trademarked, or copyrighted, so if youre looking for what happened on this day in history during the month of August, theres plenty to discover. Patents, Trademarks, and Copyrights From the copyright registration of The Wonderful Wizard of Oz to Thomas Edisons invention of the kinetographic  camera, August has celebrated a number of patents, trademarks, and copyrights throughout the years. August 1 1900: The Wonderful Wizard of Oz by L. Frank Baum was copyright registered.1941: The first Jeep rolled off the assembly line, and Willy’s Truck Company was the first company to create a jeep. August 2 1904: A patent for a glass shaping machine was granted to Michael Owen. The immense production of glass bottles and jars today owes its inception to this invention. August 3 1897: The Street Car Controller was patented by Walter Knight and William Potter. August 4 1970: Poppin Fresh was trademark registered by the Pillsbury Company. August 5 1997: Patent Number 5,652,975 was issued for an automatic talking potty apparatus to Glory Hoskin. August 6 1935:  William Coolidge obtained a patent for the cathode ray tube, a critical ingredient of TV and other electronic applications. August 7 1906: The Flexible Flyer was trademark registered.1944: The worlds first program-controlled calculator, popularly called the Harvard Mark I, was inaugurated. The machine was built by Harvard researcher Howard Aiken  and supported by IBM. August 8 1911: Patent Number 1,000,000 was issued to Francis Holton for a vehicle tire. August 9 1898:  Rudolf Diesel of France was granted patent Number 608,845 for an internal combustion engine known as the Diesel engine. August 10 1909: The Ford  trademark was registered by the Ford Motor Corporation. August 11 1942: Hedy Markey received a patent for a secret communication system.1950:  Steve Wozniak was born, the co-founder of Apple Computers. August 12 1930: Clarence Birdseye patented a method for packaging frozen foods. August 13 1890: A publisher copyright registered an edition of Nathaniel Hawthornes The Scarlet Letter. August 14 1889: The Washington Post March by John Phillip Sousa was copyright registered.1984: IBM released MS-DOS version 3.0. IBM first approached Bill Gates and Microsoft to discuss the state of home computers in 1980. August 15 1989: President George Bush issued a proclamation commemorating the bicentennial anniversary of the first patent and copyright laws. August 16 1949: Patent Number 2,478,967 was granted to Leonard Greene of Mineola, NY for an airplane stall warning device. August 17 1993: Patent Number 5,236,208 was issued to Thomas Welsh for a platform steerable skateboard. August 18 1949:  Plant Patent  Number 1 was issued to Henry Bosenberg of New Brunswick, NJ, for a climbing rose. August 19 1919: Hostess was trademark registered by William B. Ward.1888: The first world beauty contest was held in Belgium, an 18-year-old West Indian woman won. August 20 1930:  Philo Farnsworth patented a television. August 21 1888: The first practical adding listing machine (calculator) was patented by William Burroughs. August 22 1952: The Television Show Adventures of Superman was copyright registered.1932: The BBS began experimental regular television broadcasts. August 23 1977: The name Cincinnati Bengals was trademark registered.1904: The automobile tire chain was patented. August 24 1993: Patent Number 5,238,437 for a Bubble Dispensing Doll was issued to Vowles, Barad, Smith,  and Stern. August 25 1814: The British burnt Washington, D.C., however, the Patent Office was saved by the British Superintendent of Patents, Dr. William Thornton. August 26 1902: Arthur McCurdy obtained a patent for a daylight developing tank for roll film. August 27 1855: Clara Barton became the first female federal employee to achieve equal status when she was hired by the Patent Office as a clerk August 28 1951: Oral B (the famous line of dental products) was trademark registered. August 29 1893: Whitcomb Judson received a patent for the zipper. August 30 1968: The song Hey Jude by John Lennon and Paul McCartney was copyright registered.1994: IBM announced it would not oppose Microsofts attempt to trademark the name Windows. August 31 1897:  Thomas Edison patented a kinetographic camera. August Birthdays From the birth of the famed French fashion designer Yves Saint Laurent to that of German physicist Hermann von Helmholtz, there are many famous August birthdays. August 1 1849: George Mercer Dawson was a famous Canadian scientist.1889: John F Mahoney developed a penicillin treatment for syphilis.1936: Yves Saint Laurent is considered the greatest French fashion designer of the 20th century. August 2 1834: Frederic Auguste Bartholdi was the French sculptor who patented the  Statue of Liberty.1835:  Elisha Grey  was an inventor who invented the early telephone.1926: Betsy Bloomingdale founded the famous department store. August 3 1959: Koichi Tanaka is a famous Japanese scientist  who shared the Nobel Prize in Chemistry in 2002 for work with mass spectrometric analyses of biological macromolecules. August 4 1755: Nicolas-Jacque Conte invented the  modern pencil.1859: Knut Hamsun was a Norwegian writer who won the Nobel Prize for Literature in 1920 and wrote many Neo-Romantic novels like Hunger, Mysteries, Pan, and Victoria. August 5 1540: Joseph Justice Scaliger invented Julian dating.1802: Niels H. Abel was a Norwegian mathematician who invented Abels Comparisons.1904: Kenneth Thimann was a famous botanist.1906:  Wassily  Leontief was a Russian-American economist who won the Nobel Prize in 1973. August 6 1859: J. Arthur S. Berson was a famous Austrian meteorologist who made famous hot air balloon flights over the Amazon.1867: James Loeb was a famous American businessman who financially helped to found the Max Planck Institute of Psychiatry.1908: Sol Adler was a famous economist who invented Sinophile. August 7 1779: Carl Ritter was the co-founder of the modern science of geography.1783: John Heathcoat invented lace-making machinery.1870: Gustav Krupp was a famous German businessman.1880: Ernst Laqueur was a famous microbiologist who discovered sexual hormones.1886: Louis Hazeltine was the inventor of the  neutrodyne  circuit that made the  radio  possible.  1903: Louis Leakey was a famous anthropologist who won the 1964  Richard  Hooper Medal. August 8 1861: William Bateson was a famous English biologist who invented the term genetics.1901: Ernest Lawrence was a famous scientist and inventor who invented the Cyclotron and won the Nobel Prize in 1939.1902: Paul Dirac was a famous English physicist who invented quantum mechanics and won the Nobel Prize in 1933.1922: Rudi Gernreich was a famous designer who invented the first womens topless swimsuit and the miniskirt.1931: Roger Penrose was a famous English physicist. August 9 1819: William Thomas Green Morton was a dentist that invented the use of ether in  dentistry.1896: Jean Piaget was a famous Swiss developmental psychologist and zoologist.1897: Ralph Wyckoff was a pioneer of x-ray crystallography.1911: William A. Fowler was a famous astrophysicist who won the Nobel Prize in 1983.1927: Marvin Minsky was a famous computer scientist at MIT who made inventions related to artificial intelligence. August 10 1861: Almroth Wright was a famous English bacteriologist. August 11 1858: Christian Eijkman was a famous bacteriologist who won the Nobel Prize in 1929.1926: Bernard Ashley was a famous English fashion designer who founded Laura Ashley.1950:  Steve Wozniak  was a computer inventor and the co-founder of  Apple Computers. August 12 1930:  George Soros is a famous Hungarian businessman and funder  for political movements who was worth $8 billion in 2017. August 13 1655: Johann Christoph Denner was the inventor of the  clarinet.1814: Anders Jonas Engstrom was a Swedish physicist who co-invented the spectroscope.1819: George Gabriel Stokes was a famous physicist and mathematician who co-invented the spectroscope.1888:  John Logie Baird  was a Scottish inventor of a television system.1902: Felix Wankel was a German inventor who invented the Wankel rotary-piston engine.1912: Salvador Luria was an Italian-American biologist who won the Nobel Prize in 1969.1918: Frederick Sanger was an English biochemist who won the Nobel Prize in 1958 and 1980. August 14 1777:  Hans Christian Oersted  was a famous Dutch physicist and chemist who wrote View of Chemical Law and was an early experimenter in the field of electromagnetism.1861: Bion Joseph Arnold was a famous electrical engineer and inventor.1883:  Ernest Just  was a famous biologist who pioneered cell division.1903: John Ringling North was a famous circus director who co-founded the Ringling Brothers Circus. August 15 1794: Elias Fries was a famous Swedish botanist who invented the  system a  mycologicium.1892: Louis-Victor, Prince of Broglie was a French physicist who won the Nobel Prize in 1929.1896: Leon Theremin was an electronic musical instrument inventor who invented the Theremin. August 16 1845: Gabriel Lippmann was a famous French physicist who invented the first color photographic plate and was awarded the 1908 Nobel Prize in Physics for this process.1848: Francis Darwin was a famous English scientist and the son of Charles Darwin who carried on his work.1862: Amos Alonzo Stagg was a  football pioneer  and the inventor of the tackling dummy.1892: Harold Foster was a famous cartoonist who invented Prince Valiant.1897: Robert Ringling was a circus master who co-founded the Ringling Brothers Circus.1904: Wendell Stanley was a famous biochemist and the first to crystallize a virus, for which he won the Nobel Prize in 1946. August 17 1870: Frederick Russell invented the first successful typhoid fever vaccine.1906: Hazel Bishop was a famous chemist and  cosmetics  manufacturer who invented the first indelible or smear-proof lipstick. August 18 1834: Marshall Field founded the  Marshall Field Department Store.1883: Gabrielle Coco Chanel was a famous French fashion designer who invented the house of Chanel.1904: Max Factor, Jr. was the CEO of Max Factor Cosmetics and son of the founder and inventor  Max Factor.1927: Marvin Harris was a famous American scientist. August 19 1785: Seth Thomas invented the mass production of  clocks.1906:  Philo T Farnsworth  was the inventor of electronic TV.1919: Malcolm Forbes was a famous publisher who founded Forbes Magazine. August 20 1908: Kingsley Davis was a sociologist who invented the term population explosion. August 21 1660: Hubert Gautier was an engineer who wrote the first book on bridge-building.1907: Roy Marshall was a well-known scientist who narrated The Nature of Things. August 22 1860:  Paul Nipkow  was a German TV pioneer and inventor.1920: Denton Cooley was a heart surgeon who performed the first artificial heart transplant. August 23 1926: Clifford Geertz was a famous cultural anthropologist and ethnographer who described culture as a system of symbols and actions which convey meaning.1928: Vera Rubin was a famous American scientist who discovered dark matter.1933: Manfred Donike was a famous chemist who invented drug testing. August 24 1880: Joshua Cowen was a scientist who helped invent the  flashlight  and invented the electric toy train.1898: Albert Claude was a Belgian cytologist who won the Nobel Prize in 1974 for discoveries of cell structure and function.1918: Ray McIntire was the chemical engineer who invented  styrofoam. August 25 1841: Theodor Kocher was a Swiss surgeon and thyroid specialist who won the Nobel Prize in 1909.1916: Frederick Robbin was an American bacteriologist who won the Nobel Prize in 1954. August 26 1740:  Joseph Montgolfier  was a French aeronaut who invented successful hot air ballooning.1743: Antoine Lavoisier was a famous French scientist who invented the term oxygen.1850: Charles Richet was a French physiologist who won the Nobel Prize in 1913.1906: Albert Sabin was a Russian-American microbiologist who invented the oral polio vaccine.1951: Edward Witten is a famous American mathematician and theoretical physicist who won the 2008 Crafoord Prize in Mathematics. He helped develop string theory and developed mathematical processes to solve the multi-dimensional equations of string theory. August 27 1770: Georg Wilhelm Friedrich Hegel was a German philosopher and inventor who furthered the field of idealism.1874: Karl Bosch was a German chemist and the founder of BASF who won the Nobel Prize in 1931.1877: Charles Stewart Rolls was a British auto manufacturer and founder of Rolls-Royce Ltd who invented the Rolls-Royce.1890: Man Ray was an American artist and photographer who invented the Dada movement. August 28 865: Rhazes was a famous ground-blazing Persian physician.1878: George Hoyt Whipple was an American astrophysicist who won the Nobel Prize in 1934.1917: Jack Kirby was a famous cartoonist who co-invented the X-Men, Incredible Hulk, Captain America, Fantastic Four, and Thor. August 29 1561: Bartholomeus Pitiscus was a German mathematician who invented trigonometry.1876:  Charles Kettering  was an American inventor who invented the auto self-starter ignition.1904: Werner Forssman was a German urologist who won the Nobel Prize in 1956.1959: Stephen Wolfram was an English computer scientist who invented the computational software Mathematica. August 30 1852: Jacobus Henricus was a Dutch physical chemist who won the Nobel Prize in 1901.1884: Theodor Svedberg was a Swedish chemist who worked with colloids and won the Nobel Prize in 1926.1912: Edward Purcell was an American physicist who won the Nobel Prize in 1952.1927: Geoffrey Beene was an American dress designer who won eight Coty Awards.   August 31 1663: Guillaume Amontons was a famous French physicist.1821: Hermann von Helmholtz was a famous German physicist.1870: Maria Montessori was a famous Italian educator who invented the term spontaneous response.1889: A. Provost Idell invented modern volleyball.

Free Essays on The Unlikely Possibility Of Computers Replicating The Human Mind

For the past thirty years, computers have evolved so quickly, shattering the so-called processor speed barriers. From copper based processors whose physical size could make up a whole room, to the silicon chip which could fit on a palm of a hand able to process information a thousand times faster. To date, computers are still constantly being developed and its technology constantly being improved for faster, smaller, more efficient processors. As their processing prowess constantly rise, one question comes to mind, would computers someday be able to completely replicate the human mind. This essay aims to prove that it is not possible for a computer to replicate the human mind. Many argue that computers will never be able to imitate the human mind. Computers are not able to comprehend the underlying reasons for their processes. For example, a computer may be able to do the same tasks humans do, maybe even better than humans, yet it cannot understand the reasons for doing these tasks. Also, in order for computers to replicate human thinking, it must be able to comprehend human emotions the same way human beings do. More than often, human thoughts and cognitive processes are influenced by emotions like love, anger, desire and many more. The human mind, therefore, is inseparable from emotions. Another argument against the replication of human minds with computers is that computers are not able to negotiate the same way humans do. Computers can only work on purely logical, binary processes of yes or no. Humans can decide to go in between those two choices. To elaborate this concept, there will be a hypothetical situation created to demonstrate this argument. M ost importantly is the question of self-consciousness and free will. Will computers be able to be self-aware of their world and their surroundings and most importantly themselves? The concept of self consciousness is also discussed in the philosophical theory of Cartesian dualism. A... Free Essays on The Unlikely Possibility Of Computers Replicating The Human Mind Free Essays on The Unlikely Possibility Of Computers Replicating The Human Mind For the past thirty years, computers have evolved so quickly, shattering the so-called processor speed barriers. From copper based processors whose physical size could make up a whole room, to the silicon chip which could fit on a palm of a hand able to process information a thousand times faster. To date, computers are still constantly being developed and its technology constantly being improved for faster, smaller, more efficient processors. As their processing prowess constantly rise, one question comes to mind, would computers someday be able to completely replicate the human mind. This essay aims to prove that it is not possible for a computer to replicate the human mind. Many argue that computers will never be able to imitate the human mind. Computers are not able to comprehend the underlying reasons for their processes. For example, a computer may be able to do the same tasks humans do, maybe even better than humans, yet it cannot understand the reasons for doing these tasks. Also, in order for computers to replicate human thinking, it must be able to comprehend human emotions the same way human beings do. More than often, human thoughts and cognitive processes are influenced by emotions like love, anger, desire and many more. The human mind, therefore, is inseparable from emotions. Another argument against the replication of human minds with computers is that computers are not able to negotiate the same way humans do. Computers can only work on purely logical, binary processes of yes or no. Humans can decide to go in between those two choices. To elaborate this concept, there will be a hypothetical situation created to demonstrate this argument. M ost importantly is the question of self-consciousness and free will. Will computers be able to be self-aware of their world and their surroundings and most importantly themselves? The concept of self consciousness is also discussed in the philosophical theory of Cartesian dualism. A... Free Essays on The Unlikely Possibility Of Computers Replicating The Human Mind For the past thirty years, computers have evolved so quickly, shattering the so-called processor speed barriers. From copper based processors whose physical size could make up a whole room, to the silicon chip which could fit on a palm of a hand able to process information a thousand times faster. To date, computers are still constantly being developed and its technology constantly being improved for faster, smaller, more efficient processors. As their processing prowess constantly rise, one question comes to mind, would computers someday be able to completely replicate the human mind. This essay aims to prove that it is not possible for a computer to replicate the human mind. Many argue that computers will never be able to imitate the human mind. Computers are not able to comprehend the underlying reasons for their processes. For example, a computer may be able to do the same tasks humans do, maybe even better than humans, yet it cannot understand the reasons for doing these tasks. Also, in order for computers to replicate human thinking, it must be able to comprehend human emotions the same way human beings do. More than often, human thoughts and cognitive processes are influenced by emotions like love, anger, desire and many more. The human mind, therefore, is inseparable from emotions. Another argument against the replication of human minds with computers is that computers are not able to negotiate the same way humans do. Computers can only work on purely logical, binary processes of yes or no. Humans can decide to go in between those two choices. To elaborate this concept, there will be a hypothetical situation created to demonstrate this argument. M ost importantly is the question of self-consciousness and free will. Will computers be able to be self-aware of their world and their surroundings and most importantly themselves? The concept of self consciousness is also discussed in the philosophical theory of Cartesian dualism. A...

Accounting case study analysis Example | Topics and Well Written Essays - 250 words

Accounting analysis - Case Study Example The charity Help Our Homeless Offspring, look forward towards violating the rule of exceeding 25 percent expenditure and funding to survive. They must have an expensive TV for advertisement. The resulting effect is an increased expenditure to funding ratio beyond 25 percent. Such activities are unethical and unacceptable because they contradict accounting principles (Needles, Powers and Crosson, 2011). The accountant of HOH felt that the misallocation of cost at the expense of exploiting the willing donors was an unethical act because it contradicts accounting principle (Vanderbeck, 2013). For example, the following principles were violated namely; full disclosure principle, cost principle and reliability accounting principle. HOH charity should disclose the true state of affairs and avoid misleading the donors, as well as other users of accounting information (Smith, 2011). Further, the information disclose should be reliable to avoid making wrong decision. The senior accountant in this case tends to justify unethical acts applied by the company (Lerner and Cashin, 2009). As an accountant who adheres to the accounting ethics, it will be inappropriate to do nothing because misallocation of cost contravene the principle discussed. I would, therefore, tell my corporation to embrace the accounting principles. Instead of misallocating the cost to mislead the donors, the corporation should focus on minimizing its variable cost. I would not encourage my corporation to work with HOHO because the top management are encouraging unethical practices (Duska, Duska and Ragatz,

Resistance to psychologization in the novel Tom Jones Essay

Resistance to psychologization in the novel Tom Jones - Essay Example Keeping in accord to the theme of argument in the paper that the narrator in the novel The History of Tom Jones often withholds information about the psychological traits of his character these observations are highly relevant. The limits of psychologization in the novel not only stops emergence of Tom Jones are a complete human character but also it affects the constructional themes of the novel from the perspectives of theme, narrative and characterization. The character of Tom Jones in the novel deserves special critical treatment and discussion because he can be regarded as a bridge between the themes of conventional medieval romanticism and the future course of the tradition of novel writing with special focus on the analysis of human psychology. While the narrator has quite carefully resisted the temptation of indulging within the psychologization of the protagonist by withdrawing information about his interior thoughts, on the other hand, he also has provided subtle hints to t he traits of psychological disturbance of the character under specific situations. Observing this trait feature in Fielding’s writing, Evans Lansing Smith has quite aptly suggested that â€Å"Henry Fielding’s novel †¦ stands at a crucial turning point in our survey of the hero in literature. While looking backwards to the traditions of the medieval romance, Tom Jones carries the conventional symbolism of the Classical epic †¦ forwards into the future, anticipating a long line of novels in our tradition which combine realistic or historical detail and mythic symbolism† (Smith 195). The relevance of Psychologization in the context of novel writing: The critics like Frances Ferguson are of opinion that psychologization of characters in novels not only helps readers to follow aesthetics of the narrative from the perspective of an outsider, but at the same time it helps them to receive understanding of the characters as well as flow of the novel from quite a personalized perspective. One of the basic principles regarding the technique of novel writing is to incite readers to enjoy tension of characterization and plot development. A novelist can effectively use his narrative skills to develop the tension by emphasizing on the psychologization of characters. Frances Ferguson in this context has opined that narration of the psychological complexity of character in a novel â€Å"†¦does not at all directly express mental states but rather relies on the contradiction built into the formal stipulation of them. Psychological complexity, that is, pits the stipulated mental state against one’s actual mental state †¦. Psychology is the ongoing possibility of the contradiction between what one must mean and what one wants to mean† (Ferguson; Cited in Macpherson 123). This observation not only attracts attention in the context of explaining Fielding’s narrative retrain of Tom’s character, but at the same time also finds support from Dr. Johnson’s special emphasis on the importance of explaining characters in terms of manner and nature (Watt 261). Ian P. Watt explains that â€Å"‘Character of manners’

Reflection In Occupational Therapy Practice

Reflection In Occupational Therapy Practice I have always struggled with reflection, initially I didnt see the point of going over and over events that had happened, I was confident that the action I had taken at the time was right for the moment, but if I felt that it wasnt I would acknowledge that and improve next time, obviously this process is going on in my head, (according to Schon this is Reflection in action), and improves with experience over time, I can understand how reflecting can help with thought and behavioural processes, and also provides evidence so others can see the outcomes of my actions. It seems to me that reflection is used to teach people skills that they may not have, some people are good with people and some are not, I do not think that is something that can be taught. You either have it or you dont. Initially I was quite apprehensive with my choice of placement community mental health having worked, with adults with mental health problems, in the past, I was basing my past experience on what I would experience at the placement; and my past experiences had not always been positive, so I was maybe a little anxious to start with. What I found was totally different to my preconceptions, I had never experienced group work before, and was interested with the impact this would have on the service users and also what the Occupational Therapy (OT) role was. The therapists were there to facilitate, and support the group processes, initially I queried that the OTs were more counsellors than OTs, and many had chosen to gain a counselling qualification to aid their role. Then again If everything is about occupation and has meaning to someone, then to enable an individual with low self esteem, or mild depression to engage with their fellow peers could be part of the OT role, especially if i t enables them to participate in work, leisure and self care. My critical incident is taken from one experience in a creative group, half way through my placement. Reflective practice is not a new concept Boud, Keogh and Walker (1985) stated 20 years ago that it features the individual and their experiences, leading to a new conceptual perspective or understanding. They included the element of learning, as well as involvement of the self, to define reflective practice: â€Å"Reflection is a forum of response of the learner to experience† (Boud et al. 1985) Johns and Freshwater (1998) also described the value of reflective practice as a means of learning. There is no doubt that â€Å"reflection† is a complex concept that has defied consensus on definition although some commonalities exist. It involves the self and is triggered by questioning of actions, values and beliefs. An understanding of the purpose of reflective practice and its components can be gained by considering some of the definitions provided in literature. A few useful definitions include the following: †¦Ã¢â‚¬Å"Reflection is a process of reviewing an experience of practice in order to describe, analyse, evaluate and so inform learning about practice† (Reid, 1993) †¦Ã¢â‚¬Å"Reflective practice is something more than thoughtful practice. It is that form of practice that seeks to problematise many situations of professional performance so that they can become potential learning situations and so the practitioners can continue to learn, grow and develop in and through practice† (Jarvis, 1992). To maximise learning through critical reflection we need to locate ourselves within the experience and explore available theory, knowledge and experience to understand the experience in different ways. Thus Boyd Fales (1983) claim that critical reflection: †¦Ã¢â‚¬Å"is the core difference between whether a person repeats the same experience several times becoming highly proficient at ones behaviour, or learns from experience in such a way that he or she is cognitively or affectively changed†. Critical reflection is viewed as transformational learning which according to Baumgartner (2001) can happen either gradually or from a sudden or critical incident and alter the way people see themselves and their world. According to Kolb (1984) reflecting is an essential element of learning. He developed the cycle of experiential learning which has formed the basis of many models for reflective practice in the past two decades. Kolb draws attention to the fact that, when we want to learn from something that has already happened to us, we need to recall our observations of the event and then reflect on those observations in some way. Once we have these ideas in our heads, Kolb suggests that we frame some action as a result and that this possible course of action is seen as our ‘learning. This will then inform any action that we take as a result of the experience. Kolb (1984) advocated that experiential learning was a cyclical process, emphasising that there was no end to learning but just another cycle. The crux of experiential learning is that the learner in not a passive recipient of education, but actively explores and tests their environment. Schon (1983) suggests that we can engage in reflection in one of two ways; either by ‘reflecting on action, after the experience, or by ‘reflecting in action, during the experience. When reflecting-on-action, the first step in the process is the description of the incident. Much attention has been given to the value of recording events and experiences in written form, particularly through the use of reflective diaries and journals (Zubbrizarreta 1999 and Tryssenaar 1995). The exercise of diary writing promotes both the qualities required for reflection, i.e. Open-mindedness and motivation and also the skills i.e. self-awareness; description and observation; critical analysis and problem-solving; and synthesis and evaluation (Richardson Maltby, 1995). www.practicebasedlearning.org Pre-requisites for effective reflective practice include honesty and openness. Gillings (2000) states that a commitment to self-enquiry and a readiness to change practice are important if the individual is to get the most out of the process. Many authors identify self-awareness as essential to the reflective process. This implies that the individual needs to be well informed of their own character, including beliefs and values. Many models of reflective practice also include self awareness and questioning of beliefs, values and attitudes. The last stage of many models of reflection relates to a willingness to change practice, where new conceptual perspectives are reached in order to inform practice. If the learner is not willing to change practice they will not gain the potential benefits from the process in terms of practice development, advances will not be made and professional practice will not evolve. As an OT professional I am required to use clinical reasoning skills which enable me to make responsible therapeutic decisions; these decisions are based on professional judgements which are guided by individual morals and ethical values. (Sabonis-Chafee Hussey 1998) My understanding of morals will be dependent upon my background, social environment, values and possibly religious beliefs, whilst ethics is: ‘†¦the study and philosophy of human contact†¦ (Purtilo, cited in Sabonis-Chafee Hussey 1998) Every professional organisation has a code of ethical conduct and core values, these provide a guideline for making decisions and choices that can be regarded as proper (Creek 2003), and to assist professionals in practising the values and principles that promote and maintain high standards in OT. The main principles outlined in the code of ethics include; the ability to demonstrate concern for the well being of the client, cause no harm, respect the rights of all involved, maintain a high level of competency, to comply with laws and set policies, to be truthful and accurate and refrain from false claims. An understanding of ethics gives me positive general guidance rather than defining limits to certain behaviours. Ethics influence every aspect of occupational therapy. Beginning in OT education when issues of plagiarism, library resources, and confidentiality begin, and then in the clinical environment from supervision, practice issues and client issues. (Duncan 2006) In the last 20 years, reflection has gradually become more popular in care and healing professions. In many quarters, the reflective practitioner is seen as a crucial sign of the ideal practitioner. Not everyone agrees though, that truly professional or expert practitioners are or should be reflective practitioners. According to Dreyfus, real professionalism is characterised by the absence of reflection. Only novices and beginners need to think about what they are doing. Expert practitioners, in contrast, just do what needs to be done; they do it without thinking about it Practitioners, novices or experts, reflect when they consider what to do in somehow unusual situations, when they try to figure out how to handle a new and unexpected problem, when they have to choose between two nearly identical options. Kinsella (2001), in advocating reflective practice for occupational therapists, emphasised the need for both reflection and action on that reflection (praxis). From this perspective, in order to learn from the reflective experience it is necessary to alter the normal way of responding. Argyris and Schà ¶n (1974) termed this ‘double-loop learning. The act of paying attention to what would normally be routine may become part of a long process, with the stimulus being noticed again and again until further deliberate reflection is required. Schà ¶n (1983) noted that reflection-in-action was precipitated by a surprise, something not expected, interrupting the normal flow of experience. However, there are almost certainly ways in which a reflection is triggered other than this. An educational event may do this or a series of conversations with a colleague or an observation of a colleagues practice (reflection-on-action). Critical Incident: Creative Group K was attending a weekly creative group at the unit, it was 2 weeks before Christmas and we were making paper chains. K had a very limited attention span and could be quite disruptive, during quiet periods in the group she would whistle, sigh, hum, tap fingers or pencils on the table which we would ignore focusing instead on her creative project. The previous week K had referred to the OT as ‘Blondie which I thought was inappropriate and mentioned this to the OT, she said she had been aware but had chosen to ignore the incident and see what would happen this week. I had chosen to use scissors with a crinkly edge and because of this, from then on K referred to me as Smart-Arse or as The Student, I didnt feel she was trying to be nasty, I felt she thought she was making a joke. I informed her that my name was Julia in case she had forgotten and carried on with what I was doing. H the OT commented on her using the word smart a lot and wondered why that was. K replied that she was surrounded by smart people and hoped that some of it may rub off on her. We asked if she felt uncomfortable in the group and why she felt she wasnt smart and she replied that was what she had been told all her life. K was definitely street smart, but possibly had mild learning difficulties. She then changed the subject and we spoke about her Xmas decorations, after that she called me Julia and the OT by her name. Why did I choose to respond to K? Because I felt she was disrespecting group boundaries To get her to stop To be aware of respecting others in the group There may have been another reason for her hostility What happened then? She stopped She chose to share personal experiences with the group about her life and her feelings. How was the situation handled? I feel the situation was handled well, I did not get angry, I brought her attention to my name, and with the OT we made inquiry into her reasons for her behaviour, she did not get angry. Any legal or professional issues? I had to maintain a professional manner throughout the situation, I may have been ‘The Student but there was an expectation, I may not have been in uniform but in that capacity I was a professional, so needed to be aware of attitudes, boundaries, and behaviour. Johns model for structured reflection (1994) is more of a list of key questions to guide an analysis of a incident or general experience. Johns recognizes the benefits of sharing reflections which is an essential part of building a community of practice and the importance of the situatedness of an incident as highlighted by the attention given to influencing factors and learning as involving considering actions to support others: Description: Drawing out of the key issues within an experience through a description of thoughts and feelings and contextual background of the experience Reflection: Examination of ones motivations and the resulting actions, the consequences of actions for all stakeholders (including their possible emotional reactions). Influencing factors: Determining internal and external factors that influenced decisions and actions.Determine knowledge that did or should have influenced decisions and actions. Alternative strategies: Evaluation of ones actions and consideration of other possible choices and their respective consequences. Learning: Situating the experience and feelings within past experience and future practice and in providing support to others and considering the impact the experience will have on reflection-in-action. By using Johns reflective model as a guide, I have been able to reflect on the incident and this has enabled me to evaluate the actions that I took during the incident, questioning whether my response was appropriate. It has also allowed me to think of other ways I could have dealt with the situation and the possible outcomes. The reflective strategy has helped me to learn from this experience and has given me an insight into how I might improve my own future practice. It has also shown me that, by continuing the reflective process by following reflective frameworks such as Johns in future incidents, I may improve the ways of dealing with situations, and acknowledging that I am actually learning something from every experience that I have. Conclusion Reflective practice has been identified as one of the key ways practitioners can learn from personal experience. In education it is recognised as an essential tool for students to enable them to make the links between theory and practice. It enables practitioners to develop knowledge and skills necessary for professional practitioners. Reflective practice can be summarised as experience-reflection-action (ERA) and seen as a cycle and having the following components: Things (experiences) that happen to a person The reflective process that enables the person to learn from those experiences The action that results from the new perspectives that are taken. Reflective practice uses personal experience as a starting point for learning, by thinking about these experiences in a purposeful way the individual can understand them differently and take action as a result. The learning acquired using reflective practice differs from the theory which underpins practice, it is also different from the skills acquired from interacting with others because it involves thinking about things and actively making decisions, therefore reflective practice bridges the gap between pure theory and directed practice by providing a strategy that helps to develop understanding and learning. The importance of reflection has been reinforced to me in writing up this critical incident, because I hadnt realised how important maintaining boundaries were, and the showing of mutual respect. Continuing professional education is also accepted as having an important role in facilitating change in practice. It is argued here that reflection on practice is the means to ensure continuing development of both individuals and the profession in order to meet the challenge of change. Reflection may also be prompted by a challenge from another occupational therapist, a multidisciplinary team member or a student. Reflective diaries and written assignments are also useful ways of prompting application of theory to practice. In addition to applying theory to practice, literature searching, critiquing and reviewing, essential to postgraduate education, also stimulate reflection. References: Alsop, A. (2000/2004) Continuing Professional Development for therapists. U.K. Blackwell Science Available on-line at http://0www.netlibrary.com.serlib0.essex.ac.uk/Reader/ Baumgartner LM (2001) An update on transformational learning. New Directions for Adult and Continuing Education. No89:15-22. Jossey-Bass, San Francisco. Boud D, Keogh R Walker D (1985) Reflection: turning experience into learning. Kogan Page, London. Boyd E Fales A (1983) reflective learning: the key to learning from experience. Journal of Humanistic Psychology, 23 (2): 99-117 Clutterbuck, D. (1998) Learning Alliances: Tapping into Talent. Institute of Personnel and Development, London. Creek, J. (2003) Occupational Therapy defined as a Complex Intervention London: College of Occupational Therapists. Available from: http://www.cot.co.uk/public/publications/skills/ot_definition/intro.php (Accessed 13 Jan 2010) Dimond, B.C. (2004) Legal Aspects of Occupational Therapy (2nd ed.) Oxford. Blackwell Science Duncan, E. (2006) Foundations for Practice in Occupational Therapy (4th ed) Edinburgh: Churchill Livingstone. Jasper, M. (2003) Beginning Reflective Practice Foundations in Nursing and Health Care. Cheltenham. Nelson Thornes Ltd Johns C (2000) Becoming a reflective practitioner. Blackwell Science, Oxford. Kolb DA (1984) experiential learning: Experience as the source of learning and development. Prentice Hall, New Jersey. Mattingly, C and Fleming M (1994) Clinical Reasoning Forms of Therapeutic Practice Philadelphia. F.A. Davis Moon J (1999) Reflection in Learning Professional Development. Kogan Page, London. Reid B (1993) ‘But were Doing it Already! Exploring a Response to the Concept of Reflective practice in Order to improve its Facilitation Nurse Education Today, 13: 305- 309. Richardson G Maltby H (1995) reflection on practice: enhancing student learning. Journal of advanced Nursing. 22:235-242. Roberts, A E K (2002) Advancing Practice through Continuing Professional Education: the Case for Reflection British Journal of Occupational Therapy May 65(5) Schon, D.A. (1995) The Reflective Practitioner: How Professionals Think in Action. New York. Basic Books Sabonis-Chaffe B, Hussey S, M (1998) Introduction to Occupational Therapy 2nd edition, Mosby, USA Tryssenaar J (1999) Interactive journals: an educational strategy to promote reflection. American Journal of Occupational Therapy 49 (7), 695-702. Wackerhausen, s (2009) Collaboration, Professional Identity and Reflection across Boundaries. Journal of Physical Health 463 472 Zubrizarreta J (1999) Teaching portfolios: an effective strategy for faculty development in occupational therapy. American Journal of Occupational Therapy 53(1), 51-55.

“Yi-Yi, a One and a Two” Film Assignment

â€Å"Yi Yi, A One and A Two† is a ?lm that has been talking about three families and their family members’ lives. Interestingly enough, it seems like that family members have been focusing on their own life most of the time through out the movie. Instead of showing closely connected families, the characters in the movie are living their own lives while living under the same roof. One of the examples is that when Min Min decided to move out, she didn’t even talk to NJ about this, and when NJ saw her getting on the bus to the mountains, he didn’t have the attempt to stop her or ask her why.Which is quite unusual to closely connected families. Below are the characters' relationship ?gure and theories applied to explain the events and the relationships I observed in the movie. 1. Bowen’s Family Systems a. Marital Con?ict Xiao-Yian and Adi’s marital con?ict was caused by the presence of Yun-Yun at Xiao-Yian’s party. Yun-Yun’s Adiâ⠂¬â„¢s ex-girlfriend. But it seemed like Xiao-Yian was not playing fair when the three of them were in a love triangle relationship, which worsened the relationship between the girls. Xiao-Yian got pregnant ?rst and kicked Yun-Yun out of the relationship.Since then, both of them had been hostile towards each other. Thus, Yun-Yun’s presence at XiaoYian’s party was de?nitely not something Xiao-Yian would want to see. Which caused Xiao-Yian and Adi’s marital con?ict. Min Min and NJ’s marital con?ict, on the other hand, was caused by grandma’s sudden illness. Min Min felt that all the burdens were on her, and she could not ?nd a way out of the routine work, which made her felt lost and hopeless in her life, eventually she could not take it anymore. But NJ was not doing anything before Min Min shouted all these out.However, it was all too late, Min Min decided to leave instead of staying and face all the complicated troubles. NTU B00610017 Joanne Lin-Ju ng Chiu b. Triangles /Emotional Distance / Emotional Cutoff There exists an emotional distance between Lily and her mother. Lily’s mother had been busy doing her job and spending lots and lots of time with her new boyfriend. And apparently, Lily’s not happy with her mother’s new boyfriend. Upon feeling neglected and feeling like an outsider, Lily acted like an outsider. Thus caused an emotional distance between Lily and her mother.As the distance kept growing and growing, Lily started to form an emotional cutoff between she and her mother. Instead of repairing the relationship with her mother, she started to rely on her new-formed relationships with Fatty and the other new boyfriend. 2. Brofenbrenner’s Family in Human Development a. Mesosystem Models To both Yang Yang and Ting Ting, they have their school and peer groups as the mesosystems. Take Yang Yang for example, his experience at school (bullied by the girls and humiliated by the teacher) did actual ly affect his behavior at home (i. . sad expression).However, Ting Ting’s mesosystem didn’t seem as much affecting to her life and behavior as Yang Yang’s in the movie. b. Exosystem Models Min Min and NJ both have their world of work and the neighbors as their exosystems. Min Min’s colleagues told her to go to the mountains so that she can escape from the dull life she had. Her colleagues was some sort of emotional support at the time. Also, the neighbors discussed with Min Min about the new neighbor’s private life.The neighbors were another emotional support and practical support when grandma fell ill. NJ met Ota at work, who led him to think deeply into life and human’s fear. This also gave him some support when NJ was facing his ex-lover and his current family. c. Chronosystem Models There are several transitions that can be found in the ?lm: Normative: Xiao-Yian and Adi’s marriage was obviously a normative transition. They got mar ried, shared their lives together. Ting Ting’s got a new boyfriend (though it only last for a very short time) indeed was a normative transition.But it seemed more like a normative transition to her own instead of to the whole family in the movie, the others weren’t aware of Ting Ting’s romantic relationship. NTU B00610017 Joanne Lin-Jung Chiu Non-normative: Grandma’s coma was a non-normative transition, which made Ting Ting felt worried and guilty, made Min Min stressed and helpless and made the family fell out of balance and soon fell apart. Min Min’s moving into the mountains was another non-normative transition. Min Min has always been the one whose been making a lot of effort to keep the family functioning.However, when grandma fell ill, the stress, fear and anxiety that fell upon her was far beyond the amount that she could handle. And thus she listened to her colleague’s advice and moved into the mountains. After she moved into the mo untains, the family looked unaffected because most of them were focusing on their own life. But, that was just how it seemed, the family was actually falling apart (not physically, emotionally instead). 3. Mating Preferences Women exhibit a stronger preference to the men with more ambition, social status, ?nancial wealth and desire for children and a commitment to family.That’s why Adi kept boasting how much money he has or earned, broadcasting what his ambition in work was and saying what he’s been doing at work made him a socially dominant man through out the entire ?lm, he wanted to be popular among women. On the other hand, men exhibit a stronger preference to the women with more features of youthfulness, health, physical attractiveness and attributes that indicates reproductive potential. This explains why Lily and Ting Ting both wore shorter skirts and shorts when dating with a guy —– that showed more youthfulness and are probably physically more at tractive to men.And this also explains why Adi chose Xiao-Yian over Yun Yun, Xiao-Yian was apparently more youthful and physically attractive than Yun Yun. 4. 9 Constraining Beliefs about Mate Selection (Larson, 1992) a. Try Harder Ting Ting fell into this constraining belief when she was trying to convince Fatty to have sex with her in order to show his love to her. Love isn’t something that can be improved only through hard work. b. FInding a New Love Should Be Easy Lily kept dating new boys and dumping the old ones.I think it could be that she did not think ?nding a love is something difficult or serious. However, love isn’t something that can be turned on and off like a switch of the light bulb. NTU B00610017 Joanne Lin-Jung Chiu 5. Marital Processes in Context a. Microcontext: Life stressors & Transitions Adi tried to commit a suicide at home but failed, this traumatic event strengthened marital ties for Xiao-Yian and him. Xiao-Yian and Adi were ?ghting all the ti me for many reasons such as Yun Yun’s presence, Adi’s living habits and money. But after Adi’s attempt to suicide, Xiao-Yian tarted to realize how much she needed him, and thus strengthened their marital ties. Grandma’s death also strengthened Min Min and NJ’s marital ties eventually. Soon after grandma’s gone, Min Min went back home from the mountains and realized how much she needed her family and that life was not as difficult as it seemed like. NJ went back from Japan and learned a lot from Ota. They started to face the events coming to them together. Their marriage ties strengthened, the family was united again emotionally. b. Microcontext: Children Adi and NJ’s children both stabilized their marriage.NJ was struggling between Min Min and his ?rst love Sherry after he met her again at Adi’s wedding banquet after 30 years. Sherry was trying so hard to convince NJ to start a new life with her. But after a second thought, he decided to stay with his family instead of going off with Sherry. I think apart from what he said in the movie (â€Å"I would make the same decision if I have the chance to live twice†), Yang Yang and Ting Ting should be one of the main reasons why NJ chose to stay. Adi was not over with Yun Yun like what he had said to NJ and Xiao-Yian at all.They still have sexual relationship and ?nancial partnership after they broke up. The main reason why Adi married Xiao-Yian instead of Yun Yun should be XiaoYian’s pregnancy, which is quite obvious. And the newborn baby became a strong bond that ties Adi to Xiao-Yian somehow. Adi took video tapes for the baby and they took the baby with them when they visited NJ, all these showed that because of the baby, Adi began to make more effort in the family and the baby became something that Adi and Xiao-Yian shared. The baby surely stabilized their marriage in some ways. . Parenting Styles The parenting style in Lily’s family coul d be Uninvolved Style. Thus Lily showed moody, impulsive and alienated characteristics. In the movie, Lily’s mother spend most of her time with her boyfriend. Lily’s mother chose to give Lily money and ask her to watch a movie with Ting Ting and spend time with her boyfriend at home instead of going to the movie with her daughter. The parenting style in Ting Ting’s family, however, is more like Authoritative Style. We could see that Yang Yang is a friendly and explorative child, while TingNTU B00610017 Joanne Lin-Jung Chiu Ting is independent and optimistic. NJ always shows an positive attitude towards Yang Yang’s questions and problems. For example, when Yang Yang was asking NJ questions like â€Å"what people see and what people cannot see? †, NJ didn’t show any negative expressions, instead, he answered each questions Yang Yang asked patiently. NJ also taught Yang Yang rules. When Yang Yang was being impolite by staring at the neighbor in sunglasses, NJ told him not to do so and explained why it’s wrong to do that after they got to the parking lot.

Media Education Of Debates Education Essay

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