The Pollution Caused by Cruise Ships Essay Example for Free

The Pollution Caused by Cruise Ships Essay Cruise ships and the industry as a whole are vital to the economic stability of the local port cities in which they dock at daily. These ships carry up to 3,000 passengers who spend enormous amounts of money at tourist locations around the world. It is estimated that millions of dollars are generated and placed into the tourism markets annually. This is great news for local communities that depend on the cruise ship industry in order to survive, however it is bad news when it comes to the environment. Cruise ships create a massive amount of waste which ends up polluting our water ways and sending vast levels of pollutants into the air as well. These large ships typically produce around 170,000 gallons of waste water, 21,000 gallons of sewage, 6,400 gallons of bilge water, and 1 ton of solid waste per day ((Brooks Dunn, 2012). Unfortunately, these waste products are dumped into our oceans, seas, rivers, and lakes. There are numerous laws, regulations, and guidelines to prevent such things from happening but most of the cruise ship operations have found a way to work around them. They understand that states such as Alaska and Washington prohibit dumping of waste materials in their waters. The cruise ship corporations have taken advantage of the relaxed laws of places like British Columbia (B.C.) which for the most part allows them to release their waste products into their water areas. This presents a dilemma for the cruise ship industry because they ultimately have to decide between making a profit and being environmentally sound. Corporations such as the cruise ship industry have an ethical responsibility to meet all environmental regulations and laws regardless of where they are sailing. Corporations have an obligation to the general public and that includes making sure they are meeting standards set forth by the government. Environmental groups have a major influence on the general public and can create enough pressure where the reputation of a company is tarnished and sales start to decrease. It would be to a corporation’s advantage to show the general public that it is going above and beyond meeting environmental needs regardless of the rules in a particular country, state, etc. When sailing in international waters cruise ships should go by the strictest of all guidelines. Ethically, a corporation should set the standard for all others to follow. They can’t allow relaxed rules to be an excuse for creating environmental damage. The general public would feel betrayed to learn that a company built on having good, â€Å"clean†, vacation fun is in fact dirtying up the water ways. CEOs of such corporations should exercise due care and professional skepticism. They should ask how my actions will affect the water ways in the future. In addition, executives should question the rules of other countries and do everything in their power not to take advantage of weak laws. Port cities depend on tourism to generate revenue within their communities. It is of the most importance to balance the needs of tourism against the needs of maintaining an environmentally safe society. Compromise is essential in the effort to reduce as much waste going into our waters as possible. These tourist destinations should always work with the U.S. Environmental Protection Agency to develop reasonable plans that can be accomplished slowly in order to prevent pollution now and in the future. It is understood that cruise ships will always have waste products to get rid of so decisions should be based on what is good for the environment not solely on tourism. The responsibility to maintain a clean and healthy environment is up to everyone. Corporations have a major responsibility as well because they can influence the thoughts, ideas, and beliefs of the average citizen. If a major corporation promotes the idea of improving air and water quality then it can influence the actions of other corporations. The cruise ship industry is in the position to set the standards for all to follow. They have the ability to show others that no matter the location or circumstances that a standard set of rules should always be followed. They should not let profit get in the way of doing the right thing. In the long run doing what is expected is more important than profit. The general public would accept a rise in ticket prices for a cruise if they were informed that it is because of the environmental rules they are trying to follow. Profit is the main goal of any organization, but it should not come at the expense of people’s health and well being. If the proper research is conducted and coordination between countries is established then it should be no reason why environmental needs should not be met. The general public is the first priority of corporations and every effort of compromise should be attempted. References Brooks, L. J., Dunn, P. (2012). Business professional ethics for directors, executives accountants. (6th ed., p. 530). mason, oh: cengage.

Should Prayer Be Allowed In Public Schools Religion Essay

Should Prayer Be Allowed In Public Schools Religion Essay Allowing prayer in public schools remains a persuasive and frequently frenzied issue for various individuals. The authorized parameters and guiding principles for prayer in school have been extremely clearly distinct, but the question, should prayer be allowed in school? continues to emerge. What keeps this matter boiling is the apprehension that Christians have that the modern official code hampers the liberty they have had in the earlier period to explicitly practice their faith. At best, people confuse the distinction between state-mandated, authorized, state-sponsored, prayers piloted by school authorities and individual, confidential prayers instigated and spoken by the learner. At worst, individuals are being intentionally devious in their allegations. To embark on the answer we should start at the inauguration of government in a particular state, say America. The United States Constitution is a manuscript which its citizens adopted as their nations moral fiber. It is an anthology of attitudes that we embrace to be our rulings. These values are a supple, flowing patchwork formed to generate and improve justice, association, and nobility amongst the citizenship of America. One of the elements of the patchwork subsists as Amendments which modify editorials of the Constitution, or elucidate in a number of circumstances. The First Amendment (1791) translates as: Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press, or the right of the people peaceably to assemble, and to petition the government for a redress of grievances. (Bergel, 1998, 3-6) This applies to this issue of prayer being allowed in public school since it means that the U.S. regime cannot approve, rule out, or recommend any religion at all. By doing so, it would be a violation of the First Amendment which would upshot in the kind of large extent lawful conflict so widespread in the modern general public. Moreover, the States are anticipated to follow suit in perpetuation of all rules in accordance to the Government. Ever since the commencement of public edification the conflict to have religion in learning institutions has boiled. Each of the minorities, majorities, left wing, right wing, or nonaligned group in America has for a moment articulated their observation. What typically ensues is a school arrangement or principal establishments, a school extensive prayer or reading of the Bible. In doing so, it is mandatory for all scholars to declare that prayer and read from the Bible. (Bergel, 1998, 8-10) The school presupposes that everybody is Christian and makes prayer request to a similar God- this is perceptibly a social right desecration as all people that go to school are not necessarily Christian. Accordingly the scholar or those scholars parents protest, this grievance shows the way to a lawsuit, which pilot to Supreme Court cases verdict on the delicate subject of disconnection of Church and State. They argue that it often seems to signify only the removal of references to Jesus, thus allocating the prayer to be comprehensive for both Christians and Jews and, conceivably, Muslims. Such a prayer will not, nonetheless, be inclusive for affiliates of non-biblical spiritual customs. It will not be accommodating for Jains, Buddhists, Shintos and Hindus, for instance. It is as well obvious that prayers cannot be inclusive for disbelievers who hardly bother about prayers. (Popular Issues, 2002, 1) There are a number of assurances that make Christians believe that prayer ought to be permitted in learning institutions. Essentially, prayer is a daily feature of the Christian existence. Jesus Christ trained His disciples to be individuals of prayer, in an equivalent way as He was. Christians desire the right of freedom to pray candidly in school since they suppose that prayer provokes Gods involvement in the school surroundings and the learning procedure. Logically, they desire to surpass everything they study and do beyond Gods assessment so that He may give them understanding to distinguish what is correct and excellent, and what is phony or objectionable. Christians perceive the necessity to pray over individual problems or requirements that crop up on the school site. For example, if a comrade turns up at school and is distraught concerning a family setback, a health predicament, an oral manuscript description they must present that day, Christian professors and learners desir e the autonomy to convey these requests to God. They have full conviction that God can grant insight and supremacy when they themselves are inadequate. (Popular Issues, 2002, 3-4) When a catastrophic accident or an unexpected tragedy transpires, it is common for various individuals to turn simultaneously to God in request for comfort and assistance. Psalm 50:15 says, Call upon me in the day of trouble; I will deliver you, and you will honor me. This autonomy is accessible to citizens in numerous regimes and civic locations, so it must as well be permissible to youthful individuals while they are at school. For these, and countless additional explanations, Christians are worried about the religious limitations they undrergo on the university grounds of America. Because of the inflexible limitations on prayer in learning institutions, Christians customarily feel endangered when circumstances like these turn up, purposeful that if they pray explicitly at school, anybody who is antagonistic to their devotion can take officially authorized law against them. In the year 1962, Americas moral decline speedily hastened following the event that the U.S. Supreme Courts removed prayer from the nations public schools. Millions of students were prohibited from publicly calling upon the name of God daily at the commencement of studies, which is what they and their forerunners had been doing ever since the beginning of the nation. The four areas: national life, youth, education and family, which school prayers touched upon experienced drastic decline during that time. Thus, regardless of what the courts rule, we should all realize, as declared by Oswald Chambers that Gods laws are not watered down to suit anyone; if God did that He would cease to be God. The moral law never alters for the noblest or the weakest; it remains abidingly and eternally the same.'(Bergel, 1998, 10-16) Citizens of any and the entire conviction must not have to feel demoralized when they wish to pray in a municipal state of affairs. School workers and scholars similarly should be liberated to pray at school. Because of the assortment of faith and viewpoints in America, learning institutions should cherish an environment of deference for citizens with sacred passions, not squash such appearance. Protecting school children from examining another individuals pious appearance does not cultivate thoughtfulness, instead, it cultivates unawareness, and it denies them of scholarship skills that expand their indulgence of existence. Educators and school proprietors must make sure that no scholar is somehow pressurized to contribute in spiritual action. Scholars comprise a right to allocate spiritual text to their schoolmates on the same stipulations as they are acceptable to allocate other literature that is unrelated to school catalog or performance. Students usually do not contain a Federa l liberty to be exempted from teachings that might be inconsistent with their religious beliefs or practices. (Cline, 2011, 1-2) Currently, the Supreme Court has on no account ruled that students cannot pray in learning institutions. As an alternative, it has ruled that the government has nothing anything to do with prayers made in school which his allows students an immense deal of liberty. It has been ruled by judges that only the students must be capable of deciding how, when and where to pray. However, some individuals have undertaken to dispute that it is tolerable for the government to maintain, approve and direct prayers with public school learners provided that those prayers are nonsectarian. Regrettably, the precise character of what individuals denote by nonsectarian is exceptionally vague. (Cline, 2011, 3) In ending, the problem Should prayer be allowed in schools? especially when prayer is a genuine expression of ones conviction, then Yes, prayer is allowed within specific parameters. In actual fact the question is typically an opinionated resistance to achieve legislative authority by spiritual groups who desire a regime selected belief. This opinionated fight back does not deduce well into a restricted disparity for or not in favor of prayer in school. Schools basically are a place where learners come to switch thoughts, learn the civic standards and responsibilities of being Americans, and develop a perspective to learn about the entire world freely, respectfully, and with the deepest sense of honor. (Cline, 2011, 4-7) Students should be allowed to pray in school and they are! Although students religious liberties must be conserved, there are limitations on the mode and time of prayers. Students can pray peacefully and noiselessly at any instance, especially when not engaged in school performance or schooling, and subject to the fact that it is done in relevant surroundings. Students can as well talk to, and try to influence, their peers concerning spiritual issues similar to what they do with consideration to opinionated subjects. However, if they desire to do extra things, then they should not do it in an approach which interrupts other scholars or classes, since the major intention of schools is to teach. Hence, while there are petite and practical limitations on the approach in which learners can go about implementing their spiritual liberty, the fact holds that they do have considerable spiritual autonomy in the public learning institutions. Students pray individually, in groups, silently as well as loudly. Yes, students can certainly pray in schools.

The Introduction Of Entry Market Strategy

The Introduction Of Entry Market Strategy Introduction of entry market strategy Strategy is planning through companies achieve their goals and move forward. A company makes a decision to enter an international market, this strategy works to expand its wings. Company could use many ways to get it. These ways can be a shade of companys strength, potential and the level of interest in marketing. Exporting is main entry strategy in international arena which can be used direct or indirect mode. A companys aim to international market can require minimal investment and be limited to infrequent exporting with title thought given to market development. Or a company can make large investments of capital and management effort to get strength of its shares in foreign markets. Both approaches can be profitable. Entry market strategy can be fulfilled through these mechanisms. A company can decide to enter foreign market by exporting from home country. This means of foreign market development is the easiest and most common approach employed by companies taking their first international steps because the risk of the financial loss can be minimised. Many companies engage in exporting as their major market entry method. Generally early motives are to skim the cream from the market or gain business to absorb overheads. Even though such motives might appear opportunistic, exporting is sound and permanent from of operating in international marketing. Piggybacking Piggybacking occurs when a company (supplier) sells its product abroad using another companys (carrier) distribution facilities. This is quite common in industrial product but all types of product are sold using this method. Normally piggybacking is used when the companies involved have complementary but non- competitive product. Some companies use this method to share transportation costs and some companies do it purely for the profits as they can make profit on other companies (suppliers) products. This method also can be used a first step towards a companys own international activities to test the market. This particularly advantageous for small firms as they often lack the necessary resources. Once they realise the market potential, they can start their own exporting. Ref: hik.diva-portal.org/smash/get/diva2:1138/FULLTEXT01 Ref: Ghauri, p,cateora(2006)international marketing (2nd edition)McGraw-Hill Licensing A mean of establishing a foothold in foreign markets without large capital outlays is licensing patent rights, trademark rights and the rights to use technological processes are granted in foreign licensing. It is favourite strategy for small and medium-sized companies although by no means limited to such companies. Not many companies confine their foreign operations to licensing alone. It is generally viewed as a supplement to exporting or manufacturing rather than the only means of entry into foreign market. The Advantages of licensing are most apparent when capital is scarce, when import restrictions forbid other means of entry, when a country is sensitive to foreign ownership or when it is necessary to protect patents and trademarks against cancellation for non use. Although this may be the least profitable way of entering a market but the risks and headaches are less than for direct investments. Franchising Franchising is a rapidly growing form of licensing in which the franchiser provides a standard package of products, systems and management services and the franchise provides market knowledge, capital and personal involvement in management. The combination of skills permits flexibility in dealing with local market condition and yet provides the parent firm with a reasonable degree of control. Potentially the franchise system provides an effective blending of skills centralisation and operational decentralisation and has become increasingly important form of international marketing. Joint venture Joint ventures one of the more important types of collaborative relationship, have accelerated sharply during the past 20 years. Besides serving as a means of lessening political and economic risks by the amount of the partners contribution to the venture, joint ventures provide a less risky way to enter markets that pose legal and cultural barriers than would be the case in the acquisition of the existing company. Joint ventures are established divided legal body. Joint ventures should also be differentiated from minority holdings by an MNC in a local firm. It enables a company to utilise the specialised skill of a local partner. A joint venture can be attractive to an international marketer when the firm lacks the capital or personal capabilities to expand its international activities. Manufacturing Another means of foreign market development and entry is manufacturing within a foreign country. A company may manufacture locally to capitalise on low cost labour to avoid high import taxes to reduce the high cost of transportation to market to gain access to raw materials and or as means of gaining market entry. Seeking lower labour costs offshore is no longer an unusual strategy. A hallmark of global companies today is the establishment of manufacturing operations throughout the world. This is a trend that will increase as barriers to free trade are eliminated and companies can locate manufacturing wherever it is most cost effective. Ref: Ghauri, p,cateora(2006)international marketing (2nd edition)McGraw-Hill Foreign direct investment Foreign direct investment is a higher risk strategy as compare to other modes but it has positive impact for the companies which want to get new markets for their product so that they can make profit. FDI strategy helps to strengthen economic relationship with another country where the investment is made. It requires participation of joint venture, management, transfer of technology and capital. India and China are big markets where this strategy is being used a lot. Illustration of entry strategies related some organisations We can classify the organization in four types. Manufacturing firms A hallmark of global companies today is the establishment of manufacturing strategy throughout the world. There are three types of manufacturing investment by firms in foreign countries. Market seeking: Investment in china where companies are attracted by the size of the market. Resource seeking: investment in India, especially by a number of fashion garment producer such as Mexx and Marc O Polo. Investment seeking: Investment in Malaysia and Singapore by electronics manufacturers such as Philips and Motorola. Example: Renault, the French auto-maker entered India with joint venture and became partner with Mahindra, the Indian tractor and SUV maker to launch its Logan. The four door saloon car which is already sold in Romania and is a low-cost car suitable for emerging market purchasing power. Logan entered Indias mid-market and competed head to head with TATA, Ford and Hyundai Service firms These types of organizations provide facilities to others on some fee basis. They might use joint venture, licenses and franchising entry strategy. Example: Starbucks entered in UK, was the first European country. The UK provided facilitation this company to expand its business in Europe. That has been a milestone of its achievements and to go into a foreign market. Strategy was taken by Starbucks to enter and fulfil new or all sort of market, encourage countrys culture and traditions. Recently three different strategies are used in starbucks. Joint venture, licenses and wholly-owned subsidiaries. Ref: Ghauri, p,cateora(2006)international marketing (2nd edition)McGraw-Hill General electronic or big retailer as wall-mart or Tesco to sell their products abroad, use exporting (carrier) strategy as a way of broadening the product lines that they can offer to their foreign customers. These companies believe that offering a broader range of products will help them in boosting the sales of their own products. Vodafone is a mobile telecom company working in Africa, Asia, USA, Europe and Middle East entered in India with joint venture. They didnt use their existing strategy which they use in UK and rest of the world. Telenor is a Swedish telecom company which used direct investment strategy in Pakistan. Now telenor has become a 2nd largest telecom company in Pakistan. McDonald KFC including soft drinks, motel, retailing, fast foods, car rental and automotive services using Franchising for fastest growing market entry strategy. Multinational and Global firms These types of organizations sell their product globally and have branches all over the world. They might use foreign direct investment strategy. Example: Coca-cola Pepsi using foreign direct investment strategy to grow their business in the world. They take all measures to fulfil companys strategy. Unilever PG use foreign direct Investment to expand their business in the world. This entry market strategy has been successful for these sorts of multinational companies. Barclays bank is a financial service provider entered in Pakistan with foreign direct investment strategy. Pfizer pharmaceutical company has merged with four other research companies to get good economical growth. Small firms These types of organizations have limited resources to expand their business globally. They might use joint venture and merger strategy to grow. Example: General Mills has been in Europe since 1920 and controls about half of the Kelloggs cereal market entered in Europe with joint venture Nestle. Although the cereal business uses cheap commodities as it raw materials but Kelloggs has earned significant profit in Europe. A sager industry has been in Pakistan for last 40 years making soaps and detergents has merged in unilever to gain sufficient profit. Igloo ice-cream is a very famous in Pakistan has been working well in Pakistan now has merged unilever to achieve successful companys goal. Ref: Ghauri, p,cateora(2006)international marketing (2nd edition)McGraw-Hill Analysis of Market conditions and Risk We can discuss market conditions through these financial and political-legal factors. Economic-Financial Risk Amount of foreign debt carried Income distribution within the market Amount of foreign investment already in the market Natural resource base Inflation rate Political-Legal Factors Role of government in business activities (free or not free markets) Stability of government Barriers to international trade (whether or not favourable trade policies) Laws and regulations affecting the marketing mix (marketing regulations) Laws and regulations affecting business activities (acceptance of foreign investment, etc.) Stability of the workforce Political relations with trading partner Analysis of cultural factors We can discuss cultural factors through cultural and geographic distance Cultural distance Style of business within the market Attitudes toward bribes and questionable payments Language, race and nationalities, geographic divisions Role of institutions, religious groups, educational system, mass media, family Socio cultural (social interaction, hierarchies, interdependence, etc.) Geographic distance Number of organizations within the market Size and quality of workforce Population size and growth rate Composition of house holds Geographic distribution and density of population

Killer :: essays research papers fc

Chris Wilder Chris Wilder was born March 13, 1945. At two years old he nearly drowned in a swimming pool, at three he suffered convulsions and had to be resuscitated. His criminal history began in his teen years. At 17, Wilder and a group of friends were charged with gang-raping a girl on the beach in Australia. He was sentenced two years probation and mandatory counseling after pleading guilty. The program included group therapy and electroshock treatments. In November 1969, he used nude photographs to extort sex from an Australian student nurse. In March 1971, at Pompano Beach, Wilder was picked up on a charge of soliciting women to pose for nude photos; he entered a plea of guilty to disturbing the peace and escaped with a small fine. Six years later, in October 1977, he coerced a female high school student into oral sex, threatening to beat her if she refused, and he was jailed a second time. Wilder admitted the crime to his therapist, but confidential interviews are inadmissible in court, and he was later acquitted. On June 21, 1980, he lured a teenaged girl into his car with promises of a modeling job, then drove her to a rural area where she was raped. A guilty plea to charges of attempted sexual battery earned him five years probation, with further therapy ordered by the court. Wilder was accused of kidnapping two 15-year-old girls from a beach in New South Wales on December 28, 1982, forcing them to pose for pornographic s napshots. Traced through the license number of his rented car, Wilder was arrested on December 29, charged with kidnapping and indecent assault. Wilder was scheduled to appear in court for a hearing on April 3, 1984. He never made it. On February 6, Rosario Gonzalez, 20, disappeared from her job at the Miami Grand Prix. Chris Wilder was driving as a contestant that day, and witnesses recall her leaving with a man who fit Wilder's description. Her body has never been found. On March 4, 23-year-old Elizabeth Kenyon vanished after work from the school where she taught in Coral Gables. She was seen that afternoon, with Wilder, at a local gas station, and his name was found in her address book. Kenyon's parents remembered her speaking of Wilder as "a real gentleman," unlike the various photographers who asked if she would model in the nude. .

Communication In the Workplace Essay -- Effective Communication

In an interview with George Lakoff, a linguistics professor at the University of California, Berkeley, Ian A. Boal examines the social, political and economic implications of language and its relationship to the conduit metaphor. The interview, published in Boal's essay, Body, Brain and Communication, takes a closer look at the conduit metaphor in connection with computers and communication on the Internet and World Wide Web. More importantly, Boal-who is also a Berkeley professor-solicits Lakoff's views of computer technology and artificial intelligence; their effects on human values and the basic way people communicate and understand information in today's world. Essentially, the conduit metaphor enables thoughts and ideas to be communicated through connecting cables and wireless transmissions using language as objects and metaphors. An effective conduit metaphor causes the listener to receive and understand the meaning behind a message without having to engage in too much thought. Comprehension of an idea is achieved intuitively, instinctively or with feeling. The conduit metaphor is a basic parable belonging to a larger family of metaphors, many of which can be found on Lakoff's Conceptual Metaphors home page at Berkeley's Cognitive Science web site, http://cogsci.berkeley.edu/. The conduit metaphor, as described by its creator Michael Reddy, suggests that the mind can interpret ideas as objects that can be put into words, and thoughts are the organization or manipulation of those objects. Reddy says the objects that make up words or language reside in a storage container, or memory, where thoughts and ideas can be retrieved or recalled when needed. When ideas are converted into words, they can be communicated to someo... ...perform many of their job functions. Just imagine, however, if computers had the ability to not only assume a particular function, but also could think and reason in the same manner as you and I. Are human beings really ready for this type of innovation? The answer to this question may come sooner that we think. Works Cited Boal, Ian A. Body, Brain and Communication: An Interview with George Lakoff. Composing Cyberspace. Ed. Richard Holeton. Boston. McGraw Hill Publishing. 1998. (21-31). Ehrenreich, Barbara. Put Your Pants On, Demonboy. Composing Cyberspace. Ed. Richard Holeton. Boston. McGraw Hill Publishing. 1998. (80). Lakoff, George. Conceptual Metaphors. 22 Mar.1994. 23 Mar. 2000. http://cogsci.berkeley.edu/ Shirley, John. Wolves of the Plateau. Composing Cyberspace. Ed. Richard Holeton. Boston. McGraw Hill Publishing. 1998. (135-141).

“Let Him Have It”: How does the director encourage the audience to feel sympathy for Derek and his family?

n this film â€Å"Let him have it† how does the director, Peter Medak, encourage the audience to feel sympathy for Derek Bentley and his family? Refer to three specific episodes from the film in you answer. â€Å"Let him have it† by Peter Medak is a very powerful film based on a controversial true story. The narrative is about a murder committed by Christopher Craig and Derek Bentley. Peter Medak, the Director, explained â€Å"I made this film to break hearts† and the way the scenes have been established and portrayed by the actors increase the emotional response of the viewer. The reason that this film is so effective is due to the amount of emotion and sympathy the Director portrays towards Derek Bentley. However, the film has a distinct bias towards Derek Bentley as it follows his characterisation compared to that of the other actors. Within this essay I will draw out the techniques the Director has uses to create a truly emotive production. I have chosen three episodes from the film where I believe the Director has emphasised the sympathy towards Derek and his family most effectively; the opening chapter, this depicts Derek when he was a young boy during World War II, the murder of the police officer, this is when Derek and Chris Craig attempt to break into a premises and the hanging. As the film opens it immediately provides the feeling of; sadness, sorrow, grief and unhappiness. The background to the credits are pitch black and the credits are written in old style, types set with white writing, establishing the feeling that the film is set in the past. The background music is sad, gentle and to some extent slightly emotional providing a sense of unhappiness. As the credits continue, the music gets louder and louder. This creates suspense in the audience, making the viewer believe that something is going to happen. The credits dissipate and then we can here bomb blasts, providing an indication that the first scene is going to be set during a war. This is effective because we can imagine the scene from the sound before we can view it. The first scene reveals the trauma suffered by people living in London during World War II. As the camera pans the set it shows the demolished houses and the devastated families with their personnel belongings scattered over the rubble. This creates a strong emotional response in the viewer for all of the people caught up in the air raid that has hit the street. The camera pans across a demolished house and the distraught family and then focuses into a body shot of a mother crying over her dead child. A lady calls for help, the attention is focused upon the lady shouting, â€Å"I have found him†, as they lift the rubble away, revealing Derek for the first time. The scene reveals a helpless, weak and vulnerable young boy surrounded by rubble and covered in dust. The Director increases the emotive effect of the scene by lighting the childs' face and zooming into the boy, which then reveals blood seeping out of his ear. The boy starts to shake and fit, this completed the effect the Director was aiming for, to create the initial sympathy for Derek. The trauma Derek experienced within the first scene could provide the reasons for his learning difficulties and disability. The Director has built this scene to explain to the audience what is happening to Derek and to create sympathy for him due to this incident, although at this stage it is unclear that he is suffering from. The Director has clearly identified this scene to underpin the whole film and I believe it provides a very descriptive and highly emotive start to the film. The film transports the viewer to when Derek was 19 years old, this is expertly delivered by focusing in on Derek in the rubble, followed by a close up of Derek as a teenager and pans out to show who he is with. The boys are about to break into an old persons shed, the mood is sad and sombre. The music is slow and deliberate, using the ‘miner keys' making this scene uncomfortable and provides the feeling that something bad is going to happen. Then you see the boys breaking into the old person's sheds, the lighting suggests Derek's innocence due to him being highlighted and the boys shadowed. The music gets louder and louder when the boys are vandalising the shed. Derek had no intentions of going into the old persons shed until one of the boys encouraged him, â€Å"Hoy Derek†. The Director is showing the audience how easily led and vulnerable Derek is whilst under the influence of others, which could be due to Derek's learning disability. It looks obvious throughout the scene that Derek is playing and he does not understand what he is doing wrong. He is trying to be part of the gang. During the scene Derek tries to eat the old person's supper that the other boys ruined with coffee, this is out of character for him and supports the conclusion that he is trying to fit in. When the man comes back the rest of the boys flee but Derek just freezes, he then starts fitting. This scene is powerful due to the high camera shot indicating his harmlessness and his lack of power. The Director uses this technique to establish sympathy for Derek, so you feel that he is just in the wrong place at the wrong time. The scene shows how the character of Derek is fragile and how easily he gives into peer pressure. This provides the impression of weakness within his character. The Director has again uses this scene to depict the major events that affect Derek's life and sets the scene of how Derek ends up in Kingswood Approved School (a young offender's institute) and raises the question as to whether it is his fault that he is in there. The scene has a big impact on the film; the audience would not feel as much sympathy for Derek because they may think that he was ill-disciplined and badly behaved for being in the institute. In the institute the music starts slowly to create sadness in the audience, as the camera tracks through the institute to a long shot of Derek in a long narrow corridor. This makes him look alone, harmless and sad as if he is waiting to be disciplined by the Head Master of the institute. The following scene is of Derek's father and the Head Warden in the office discussing Derek's low intelligence and his disability, epilepsy. This make the audience feel sympathy for Derek because he has been categorised and is not capable of fitting into a young offenders institute. Derek needs specialist help, which he never appears to receive. After Derek is released from the Institute he takes it upon himself to become reclusive and agoraphobic probably due to this being easier than facing life and its dangers. It takes allot of persuasion by his sister, whom he loves, to overcome this feeling and become more extravert. This also provides the audience with impression that he feels unwanted because of being rejected from the school. This could have resulted in how easy it was for Derek to join Chris's gang, because he felt wanted. Prior to the scene where Derek and Chris attempt to break in to the butchers shop, Derek is portrayed as someone who is trying to fit in and that is why he takes the keys to the shop. Throughout this scene there is clear evidence that Derek does not realise the potential implications of what he is doing, he believes he was only having fun. When Derek hands over the keys to Chris he comments, â€Å"you be in charge Chris,† as if he is a child. As they jump off the bus the boys play together, just like young children. Chris then hands a knuckle duster to Derek; he takes it like a child taking a new toy from his parents. This helped establishes to the audience that Derek's intention on the roof was not to kill but to just following the gang and try to be one of them, as portrayed in the gangster movies that the boys watched at the cinemas, prior to this scene. Chris applies a great deal of peer pressure to Derek, â€Å"are we going to do this or are you going to piss off too? † this shows how easily he is led by Chris. The Director shows a family observing Chris and Derek climbing up the fence, they immediately call the police. The audience is now aware that the police are coming; it also creates suspense, as you wonder what will happen to Derek and Chris if they get caught. The Director keeps switching to the police and their movements setting the scene for what is about to happen. The viewers can see the level of police presence surrounding the boys where as Chris and Derek are completely unaware as they are playing on the roof, running around like children catching each other in a school playground. When Derek and Chris are surrounded by the police, Derek exclaims, â€Å"my dad is going to kill me†, he could not think of anything worse than being reprimanded by his father. A police officer enters the roof and Derek struggles with Chris to try to prevent him shooting him, he warns the officer that Chris has a gun. Derek does not move when he was warned to stay still by the officer. It is at this stage when a critical point of the whole film is depicted, the officer asks Chris for the gun. Derek shouts to Chris â€Å"let him have it† meaning to give the gun to the officer; however Chris shoots the officer. Throughout this scene, Derek is portrayed as trying to help. The audience can feel sympathy for Derek because when he is trying to be of assistance but is being pushed around by the police. The audience do not feel as much sympathy for the policeman as they do for Derek because the viewer does not know about the officer's background, as we do with Derek, he is not characterised. The Director makes it very clear that Derek does intend to hurt or kill anyone and has no animosity towards the police officer. The Director shows a clear bias towards Derek in the way the scene is depicted. The audience could feel some sympathy for Chris because his brother has just been sent to prison; he shouted â€Å"you gave my brother twelve years†. It is effective when the Director shows a close up of all the policemen loading up their guns, and showing Chris loading his gun with six bullets, to show how outnumbered Chris is compared to the police. When the Police Officer was murdered, the Director includes a close up of all of the faces looking at the body, Derek was shocked, sad and stunned at what Chris had committed. When Derek walks towards the body he looks physically shaken, the viewer can feels a lot of sympathy towards him because he is genuinely sorry for the policemen. Derek knelt by the policeman's side, lowering himself down to his level, to show his respects towards the policeman. As the policemen take Derek away he does not resist arrest because it was never his intention to hurt anyone, after all he was just playing, or so he thought. In the third scene I have chosen, Derek and his family are awaiting the hanging. The Director creates a large amount of sympathy towards Derek and his family throughout the final episode. Once again the lighting and camera position is used to increase the emotive effect of the scenes. After Derek is taken down, following the court case, Derek and Chris are in two different cells looking at each other, this is the first time in the film where the Director places Derek in the shade. This is because he fared worse following the court case due to his age compared to that of Chris and he is facing execution. In the scene just prior to the hanging a light is tracked from the window through to the bath full of letters showing the support received for Derek's cause. The Director again is using this effect to show Derek's innocence, this creates sympathy in the audience as they know what is about to unfold and that it is unjust. When Derek's parents were informed that he should never have been tried in a court of law because of his mental age, the audience feel pity towards him because of what he went through in court, the stress of it all, when he should never have been there in the first place. The audience feels sympathy when he says â€Å"I am not afraid to die†; it gives the impression that he has given up and accepted the fact that he will die. It also emphasises the fact that he is still a child inside. The audience feels sorry for Mr. Bentley as the letter to the Queen is his last hope of saving his son. The Director has added this scene to depict the desperation of the Bentley family. During Derek's last conversation with his family he says goodbye as if he will never see them again, he tries to stay positive when his mum and dad are around â€Å"cheerio, see you tomorrow†. The music in this scene gradually gets louder to increase the emotion between the family also increases the sympathy towards Derek and his family, especially when you realise Derek can not touch or kiss his family for the last ever time before the hanging. They then place their hands together on either side of the glass barrier. Derek dictates his last words to a prison warden because he can not write for himself, he states in his letter to his mum â€Å"I tell you what mum, the truth has to come out, and when it does a lot of people will get hurt†. As Derek dictates this the camera gradually zooms in as he signs his name showing that he is struggling to spell his name and has the handwriting of a child. The Director chooses to show a scene where Derek's dad is in his bedroom holding his toy aeroplane, waiting for a verdict, this reminds us that Derek is mentally still a child. It makes you feel sorry for Derek because he is going to be executed for a crime that he would never be able to even conceive, never mind commit. You feel like they are hanging a child, an eleven year old child. What's more, in the scene the Director uses a close up of the officer scribing for Derek, the officer has a tear in his eye, as he sees the injustice unfolding. Within the execution scene there is a close up of the clock above the fireplace in the Bentleys house, this is very effective as it symbolises Derek's life ticking away. Mr. Bentley walks out into the middle of the street making him look small and helpless, like he has given up all hope. The street looks long and lonely, a postman walks up to Mr. Bentley giving him a pat on the back saying â€Å"this is all today† this shows the contrast in letters. A couple of days before there had been hundreds of letters being delivered, but now there was only one letter. This tells the audience that even Derek's supporters have given up on the possibility of a reprieve. As the clock is ticking away the camera delivers a high shot looking down on the family in the middle of their living room, hugging each other for comfort. The high shot makes them look helpless' you feel that there is nothing they can do to help Derek now. It makes the audience feel sorry for the family as they have tried everything they could; petitions, trying to get a retrial, writing to the queen etc, but in the end nothing had worked. The Director increases the sympathy for the family when he uses a close up of them crying together for Derek. This is jucsiposed to Derek saying his pray the Director shows the grieving and scared, sad Derek, to maximise the suspense and the sympathy for him and his family. Outside of the prison, protesters are singing hymns asking for God's mercy for Derek. The Director shows this shot of all the protestors singing, in front of the huge walls of the prison and a huge solid door. This shows that the protesters can't do anything for Derek but pray, sing and hope. This is creating sympathy for Derek because it is clear that everyone is on Derek's side even the officers inside the prison and the executioner. The executioner says to Derek â€Å"everything is going to be alright† to provide him with some encouragement. When it is time for the execution a clock is ticking, this links Derek's scene to his families scene, then the clock strikes 9 o'clock and Derek's breathing becomes louder. This is creating the tension in the audience, and also showing how nervous and scared Derek is towards the execution. Derek does not struggle or shout protesting his innocence, if the director didn't show this the audience would not feel as much sympathy for him. All the prison officers stopped working and after he was hung they bowed their heads showing their sadness for Derek. The protesters are now singing hymns for him as if they were at a funeral. When Derek is hung the camera closes in on his shoes in order to try to achieve the atmosphere, yet not showing the macabre hanging. The camera pans towards the light coming from the ceiling, as if Derek was escaping from the prison and going home or towards heaven. The camera flies over Derek's town into his bedroom and down the stairs, as if he was walking towards the living room to his family. The camera makes the audience feel like Derek is now a ghost or an angle. The camera zooms in towards Derek's family together in the middle of the living room. Then over their shoulders to the clock on the mantelpiece, it stops ticking. This sequence of camera shots maximises the sympathy towards Derek and his family and creates an overwhelming feeling of injustice. The Director used multiple techniques in the film to create sympathy for Derek and his family for example; panning, high shot, low shots, close ups, body shots, etc. The music throughout the film is similar, slow and, sad using the ‘minor key' to create a slightly uncomfortable feeling. The lighting of Derek and the people around him, for example, Derek was predominantly in the light when he was around Chris, this suggests his innocence. The cumulative effect of the techniques creates a powerful, highly effective and emotive film which provides the viewer with a compulsion to keep watching and till the conclusion. After the conclusion the viewer is left with a true feeling of injustice and sadness especially when you find out it is based on a true story.

Education and Transformation Essay Essay

Transformative learning is the process of â€Å"using a prior interpretation to construe a new or revised interpretation of the meaning of one’s experience in order to guide future action† (Mezirow, 2003). It is also a process where â€Å"an education that is transformative redirects and reenergizes those who pause to reflect on what their lives have been and take on new purposes and perspectives† (Will McWhinney et al. , 2003). Jack Mezirow’s central idea is the process â€Å"to make meaning from our experiences through reflection, critical reflection and critical self-reflection â€Å" (Dirkx et al.,2006), Mezirow named this process perspective transformation. According to John M. Dirkx (2006) transformative learning is emotionally driven and focuses more on a deeper learning, his view suggests a more â€Å"integrated and holistic understanding of subjectivity, one that reflects the intellectual, emotional, moral and spiritual dimensions of our being in the world† (Dirkx et al. ,2006). Transformative learning is a process most individuals have experienced once in their lifetime and it is a process that I can closely relate to. My personal experience of transformative learning is closely relevant to  John M Dirkx emotional approach to the process and Mezirow’s Subjective Reframing (self-reflective) (Dirkx et al. ,2006). To demonstrate my personal transformative learning experience, I have included my story in this essay. Education has always been an important factor in my life; unlike some of my peers I enjoy studying and learning. In high school, in year 10 I had to choose my year eleven and twelve subjects. Business studies in secondary school seemed very interesting, hence why I chose it as a year eleven and twelve subject. Throughout my entire education life, I have always had a  great interest in history whether it was ancient or modern so I also chose to study modern history. For me both subjects were very important as they made a lot of difference to my 1 1 ATAR (Australian Tertiary Admission Rank). However with the two subjects I had two completely different experiences, which is related to transformative learning. Firstly, with business studies I had a teacher who lacked discipline and she was a â€Å"vessel full of knowledge and information† and we were her bank account, where she would pour her wisdom and knowledge to us students; this method is called the banking method (personal  communication, 5 August, 2013). Her teaching method included reading information from the textbook and not explaining in detail what certain terms mean and how they relate to our learning. Personally, I would walk out of the classroom as an empty ‘vessel’ and feel like I wasted fifty minutes of my learning time. Each lesson it got harder and harder to concentrate because I did not understand anything that I was supposedly learning, so my other peers easily distracted me. Unfortunately for me, my teacher kept thinking that I was the main source of distraction. Until today I still do not know why she strongly believed that I  distracted everyone else, maybe it was because I did not interact with classroom topics – I did not learn anything and that is why I could not participate in class discussions. Each lesson, I had to sit in the front row by myself or next to a student that was not my friend; some lessons I would not even speak a word but my teacher would still pick on me for turning my head to the direction of the noise a student was making. By the end of year eleven, I absolutely hated my teacher but I never argued with her, I just tried my best to stay focused and teach myself. My parents have always told me to respect my teachers but to also stand up for myself in cases where I felt isolated and disadvantaged. Three months before the HSC (Higher School Certificate), I finally had enough and stood up for myself. It was a Monday morning, I had double period of Business studies and as always I had to sit in the front row and not speak a word. Towards the end of the lesson, I quietly asked the girl next to me about a word I did not understand, before I even had a chance to hear the answer my teacher started to scream at me and that is when I broke down in tears. I tried to explain what I was doing however she 2 2 refused to listen to me so I started to argue with her, I raised my voice at her and told her to stop screaming at me. She instantly sent me to the head teacher of business studies however it backfired on her. I told the head teacher everything that had happened within a year and a half, I showed her my workbook and explained how she lacked teaching skills. Fortunately for me, one of my peers supported me and told her that the teacher kept picking on me. The next day in class we had a new seating arrangement, my teachers attitude had changed  dramatically, she seemed more focus and more serious about teaching. However, I decided to drop business studies as I felt that I could not do well in the final exam and also I could not cope with my teacher. In hindsight I am glad that I dropped that subject and stood up for myself. In comparison, modern history was my favourite subject. My passion and interest for history had a large contribution to my high grades and achievements but my teacher, she is the one who helped me receive the marks I wanted in the HSC. She applied the ‘factory learning’ (personal communication, 5 August, 2013) theory to us, at the end of each lesson we would  have to stand up and explain the key points we had learnt that lesson. Additionally, in every single class we would receive worksheets and a summary of all the important information and she would go through it, with us. If we did not understand something, she was more than happy to take time out of her lunch and carefully explain that topic to us. For two years, every single lesson was fun and interesting, she never raised her voice at us, and instead she would just say ‘shhh’ or just tap us on the shoulder if we were talking over her. In hindsight, I now realise how much my attitude and perspective has changed towards  learning. Both subjects made me realise that I have the knowledge and wisdom to achieve what I want and it also directed me to choose what I want to study in University, which is teaching. Mezirow’s states his perspective on transformative learning by describing it as an 3 3 adult learning that modifies their assumptions and clarifies them. Mezirow calls this the ‘meaning perspective’, which â€Å"selectively shapes and delimits perception, cognition, feelings and disposition† by inclining our motives, goals and expectations (Dirkx et al. ,2006). Personally, my transformational learning experience is linked with Mezirow’s meaning  perspective theory; I made meaning out of my experiences by defining and reflecting on my journey. Many people may not associate a negative and positive experience with transitional learning and meaning perspective but for me those two diverse experiences have transformed my views. I now not only study to become a teacher but I also try my best to practice becoming a helpful, disciplined, understanding and caring teacher, so my students can enjoy my classes and endure positive learning. My personal experience is described as transformative learning as I have changed and learnt  about my learning environment and even more importantly about my strengths and weaknesses. My experience closely relates to both Mezirow’s and Dirkx’s theories. Mezirow’s idea of subjective reframing and meaning perspective and also Dirkx’s emotional approach to the being in the world (Dirkx et al. ,2006). John Dirkx’s approach to transitional learning focuses more on the inner self and inner world. Dirkx’s first point is that we as adults keep our â€Å"personal and private thoughts, beliefs and values† close to our chest and â€Å"only allow a few, if any, others to know†, he further concentrates on our inner voices, the ones that  Ã¢â‚¬Å"lend a felt presence† (Dirkx et al. ,2006). According to Dirkx, these inner voices are not alone, he highlights that our consciousness joins our inner voices, which eventually lead to individual’s thinking why they think of how others perceive them as (Dirkx et al. ,2006). Joining Dirkx on his idea is Willis Harman who states that human consciousness should be given full recognition â€Å"to the primacy of inner conscious awareness†¦Ã¢â‚¬  (O’Sullivan et al. , 2004). Both Dirkx and Harman’s ideas links back to my experience as a high school student. 4 4 Looking back, I kept my true thoughts private and I allowed my inner voices to get the better  of me. Similarly to what Harman suggests, I soon started to recognise my consciousness after I stood up for myself and critically assessed myself for not taking actions earlier. In contemporary society, now, if something similar was to happen I would use my brain and consciousness rather than concentrate on my inner voice. However, Mezirow challenges Dirkx’s idea by highlighting that transitional learning occurs within ones awareness and that the outcome must involve a â€Å"rational process of critically assessing one’s epistemic assumptions†¦Ã¢â‚¬  (Dirkx et al. ,2006). Mezirow further adds to his critique, that the reason why  transitional learning is stopped from being reduced to a â€Å"faith, prejudice, vision or desire† is because; he believes that it happens within awareness and consciousness (Dirkx et al. ,2006). Furthermore, my transformational learning experience allowed me to have a better understanding of myself, I was able to self reframe (self reflect) on my journey and observe the situation that I endured and finally recognise the main reason that factored to having a transformative experience. Hence, why I believe that both Dirkx and Mezirow’s theories relate to my personal experience. In addition to Mezirow, Dirkx and Harman’s ideas, Roslyn Arnold argues that in order for effective learning to take place an effective teacher should be put in place (Arnold, 2005)John Hattie who studied ‘America’s very best teachers’ highlights that the key ingredient for the most effective teaching is not reducing class sizes or introducing new technology or asking for parent help or tutoring or concentrating on certain students, it is finding a classroom teacher that has an impact on children. He further adds that our focus should be shifted to higher quality teaching rather than seek for other solutions (Arnold, 2005). Arnold puts forward the idea that although teaching and learning is vital in schools, teachers should also recognise that students well-being are just as important as their learning. Arnold also recognises the fact that it is not only â€Å"what we learn, but it is also about how we feel about 5 5 what we learn† (Arnold, 2005). Personally I can relate to both Arnold and John Hattie’s ideas with regards to my modern history teacher. As previously stated, my modern history teacher cared for our well-being along with our learning, she did this by having group conversations  with us about what we did on the weekend or on some days when we finished our class work early we would show her funny pictures we found on Facebook. Most of all, she would show great interest in our studying and grades so she would ask us to tell her the best way we learn and how else she could make the HSC year a little less stressful for us. It was also the way I felt about the subject, I absolutely enjoyed every single minute of modern history, I would look forward to each lesson and I would always participate in-group discussions. In comparison with my business studies teacher I could not even ask questions that were  relevant to the topic, she did not care for my well-being, she would intentionally make jokes that would hurt other students or make rude comments. Of course no one made a complaint about it because they enjoyed wasting quality-learning time and distracting her from teaching. Both Arnold and John Hattie’s theories are extremely important, they not only suggest that learning is part of our environment and consciousness but they also look for other elements that impact students education and my experience with both teachers significantly show that their ideas are right. In conclusion, the reason why I selected to discuss both of my personal experiences is because I can relate to Jake Mezirow, John Dirkx, Willis Harman, Roslyn Arnold and John Hattie’s concepts and ideas significantly relate to my transition. Recognising and self-assessing your experience is essential to individuals like myself, if I did not recognise and self reframe myself, I could not have move forward or transform. Although Mezirow argues that transition happens in awareness and Dirkx argues that it happens when we are unaware, I personally believe that it is both as individuals can listen to their inner voice but 6 6  also be conscious while transforming. Arnold and John Hattie both argue strong and important points, high quality teaching will always have a positive impact on students and if teachers care for their well being then problems such as mine will not happen. Personally, I am glad that I experienced both a negative and positive learning environment as it allowed me to change the way I think and express my thoughts and values without having to worry about being yelled at. It was also a good experience because when I do become a teacher I will always keep in mind my experiences and never treat my students the way my business  studies teacher treated me. Some individual’s experiences include environmental factors, family, friends and work that allow them to transform. My personal experience included enduring two diverse learning experiences that made me transform to the young teacher I will be, who will always put her students well being first. 7 7 REFERENCE LIST Arnold, R. , (2005). Empathic intelligence. Dean of education at the University of Tasmania (UNSW Press). Dirkx, M, J. , Mezirow, J, & Cranton, P. (2006). Musings and reflections on the meaning, context, and process of Transformative Learning a dialogue between John M. Dirkx, Jack Mezirow and Patricia Cranton. Journal of Transformative Education; 4; 123, doi: 10. 1177/1541344606287503 McWhinney, W, & Markos, L. (2003). Transformative education: across the threshold. Journal of Transformative Education; 1; 16, doi: 10. 1177/1541344603252098 Mezirow, J. (2003). Epistemology of transformative learning. Unpublished manuscript. O’Sullivan, E. V. , & Taylor, M. M. (2004). Glimpses of an ecological consciousness. In Learning toward an ecological consciousness: Selected transformative practices (pp. 5-24). New York, NY: Palgrave Macmillan. 8 8 BIBLIOGRAPHY Cooper, S. (n. d). Transformational learning. Theories of learning in educational psychology. Retrieved from http://www. lifecircles-inc. com/Learningtheories/humanist/mezirow. html (accessed 5 September 2013) 9 9 View as multi-pages TOPICS IN THIS DOCUMENT Consciousness, Education, Learning, Learning curve, Meaning of life, Teacher RELATED DOCUMENTS Education Philosophy †¦ formal logical techniques to philosophical problems. My educational philosophy is based on personal experience, and from daily observations. 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