Fear of Failure in The Catcher In The Rye Essay -- Catcher Rye Essays

Fear of Failure in The Catcher In The Rye      Ã‚  Ã‚   Holden Caulfield, the main character in J.D. Salinger's novel, The Catcher In The Rye, feels that he needs to protect people around him, because he failed to protect his brother Allie from death. Holden feels that he has to care for those close to him. He watches over Jane, Phoebe, and even Mrs. Murrow when he meets her on the train. Holden tries to shield these people from distress. He does not want to fail anyone else.    Returning back home from getting kicked out of Pencey, Holden meets the mother of Ernest Murrow, a classmate of his, on the train. They introduce themselves and start talking about Ernest and how he is like in school. Holden did not tell Mrs. Murrow about Ernest's misbehavior at school because he did not want her to think negatively of her son. Holden feels that he is a failure and that his own parents are ashamed of him. He does not want Mrs.Murrow to feel ashamed of her own son and so he lies to her. He wanted to protect her from the truth about her son: "Her son was doubtless the bigges...

Case study digital storytelling

During my 2nd arrangement, kids from twelvemonth 1/Reception category were analyzing traditional narratives as portion of their literacy course of study and had been reading a narrative together every twenty-four hours, so utilizing the texts they read as theoretical accounts for composing their ain narratives. The focal point for the hebdomad ‘s literacy lesson was the life of a fairy tale for their new subject work ‘at the films ‘ OBJ utilizing ICT to show their completed work efficaciously to the whole school during their ‘Oscars ‘ ceremonial. Constructing up to the life lesson kids had worked in groups utilizing a narrative stick to compose, assemble and sequence events of their fairytale OBJ on paper with TA support as a Scribe. The narrative created so was transferred to a movie storyboard OBJ telling events in appropriate item within eight scenes. Working in groups the focal point of the larning aims switched to talking and listening, to take bend s in speech production, relate their parts to what has gone on before, take different positions into history by proposing betterments and giving grounds for sentiments and actions suggested to add address to the narrative board, including appropriate modulation, choose words with preciseness, organise what they say whilst focal point on the chief point ( s ) and relevant item to take into history the demands of their hearers. In readying for the life actiivty, kids were encouraged to visualize the terminal merchandise of a movie and kids were encouraged to play with the digi blue cameras without support, in a elusive scene during taking clip, and they used Steve Bowkett grids to compose narratives whilst half the were being supported in compilation and doing characters and props they needed for their scene. Earlier that forenoon I had set up three tabular arraies against the wall so the kids could trap up their background, use the tabular arraies and bluish tack for positioning their characters, and the camera blue tacked down so that the kids could non accidently strike hard the camera and do it to misalign. The digi blue camera so had the laptop connected to them and turned/logged on. Then in the focal point lesson, the lesson aim was introduced to the kids whilst on the rug, and I began by patterning the life procedure. Here I could see the kids were engaged by utilizing the IWB, which was non frequently used, they all turned to confront the board. I demonstrated how you take 30 frames to get down and stressed the vocabulary of frames and takes within the film procedure. Children responded and used I could see were seeking out the words. Here they helped me to number to 30 ( most were able to follow the form ) . Then I modeled how you move the character within the scene, taking 4 fra mes each clip, scribing on the whiteboard adjacent to the IWB the get downing 30 frames, takes 4 frames etc. for them to mention to when utilizing the computing machines. Here the kids were impatient, showing a deficiency of understanding that the procedure was slow, and I could see that they were still visualising it being kindred to a picture camera. Therefore, I continued to travel the character easy, ask foring the kids to come up and take bends to travel the character in between ‘takes ‘ . Here I saw some of the kids rapidly cottoned on to the procedure and could efficaciously mime what I had modeled. During this, I chose the autistic kid, to guarantee that he stayed engaged, as he does non normally sit for long periods on the rug. He competently participated and so remained focused for the remainder of the debut. To complete the starting motor, I so asked the kids what they think we would make next, here kids guessed that it would leap about, and the category discu ssed what life would look like. Children ‘s replies were constructive that it would be like a sketch. Once I had shown the category what the finished merchandise looked like I asked the kids to notice on what they had seen. One kid said it was jerked meat One kid said the character jumped One kid said the movie was excessively short One kid commented that you could see shadows and light altering. From this, I scribed on the IWB a list of things they had evaluated, and highlighted to the kids of those things to bear in head whilst they were finishing their undertaking. The category was so divided into their groups that had been composing the narrative, here utilizing a TA for each of two groups, and myself for one group. Facilitating the kids with the handling of the computing machine and to mentioning to their storyboard the kids used the storyboard to make the scenes they had sequenced and added action to the characters, inspiring them to their demands. Whilst working with the group, they took bends to run the laptop and travel the characters, during which was assessed by the grownup in their apprehension of the life procedure. I asked the kids, to propose betterments, and used inquiring of what happens following to ease their acquisition. During the lesson, the group started by demoing small understanding and motive, there was non adequate action to maintain concentration, and were fighting with the construct, traveling the characters without thought, and there were many custodies within shootings as they did n't tie in the ‘snapshot ‘ would capture whatever was shown on the screen. However as they started to see the procedure and had seen their movie start to take form ( a reappraisal characteristic in the package I used to demo them their work so far ) . Then one response kid, fascinated by computing machines moved a character really specifically so I knew that he understood the procedure. The twelvemonth one kid nevertheless was distracted, concentrating in and out when there were undertakings to make. Upon finishing the life, I introduced the group separately to the voice narrative characteristic and here the kids held complete attending, discoursing whether to shout the lines they had prepared and how to state them. For the kid in my group with SALT intercession for speech hindrance, this allowed him to talk confidently as non in a group state of affairs and he responded good. Here the group showed consideration for timing, discoursing when the character should ‘kick ‘ ruddy equitation goon into the fire. Theoretical Ideas and Assumptions Underliing This Situation. In this lesson I attempted to take the kids ‘s larning off from a traditional literacy undertaking, and supply the kids with a new originative mercantile establishment, particularly for kids with weak authorship or originative accomplishments. The theories underlying this activity I have generalised as those associating to: staging, societal cognitive interaction and actuating scholars – through ICT and centripetal existent life experience. How the Theory of Scaffolding was Used in Planing Instructional staging is used in instruction to supply sufficient support to advance larning when a construct or accomplishment is foremost introduced, which, for immature kids, is a day-to-day demand as they learn many new constructs. In this undertaking two different types of Scaffolding Theory ( Bruner ) were used, difficult and soft. Soft staging was used through natural constructions that supported linguistic communication acquisition – narrative clip and independent reading of the faery narratives, supplying entree to literacy tools of traditional narrative construction, cardinal phrases, and vocabulary ( Daniels, 1994 ) . Beyond the initial linguistic communication acquisition difficult scaffold tools were planned for the kids to utilize to back up the kids through the undertakings whilst larning new constructs, but designed to be impermanent, removed by the kid when they were able to finish the undertaking themselves, distinguishing by result. When composing their narr ative utilizing the narrative sticks kids were so able to be originative and inventive with their narrative, altering the sequence/development of the narrative if required. They were encouraged to compose their ain sentences, but besides provided them with pre-printed traditional narrative linguistic communication they could utilize if fighting. Observations by the TAs showed that one kid, underconfident in literacy asked to compose a sentence composed within the group and grownups provided support required for the response kids, largely scribing with the exclusion of one kid who truly wanted to compose. This showed a big motivational difference in certain kids, and an enthusiasm stemming for the quality of the narrative developed with the scaffold support. When the kids were larning the new construct of life, the resources, the motivational undertaking and grownup aid were planned in progress to back up the kids in sing construct of life whilst still concentrating on the speech production and hearing, composing and ICT being assessed. Using life with 5 twelvemonth old kids epitomised the theory of scaffold, the planned support could ease a possible result superior to the work their independent attempts could accomplish. By really definition scaffold is to help building, which the undertaking provided. The films or narratives could hold been every bit completed through moving or marionettes, but the usage of ICT and characteristics such as narrative and particular effects supported kids e.g. less confident and a male child with speech troubles. Using the ICT put into topographic point a impermanent difficult scaffold model, non for the acquisition nonsubjective, but to help pupils with a hard undertaking ( Saye and Brush, 2002 ) and ent ree the undertaking in a novel and actuating manner. This ‘Technical staging ‘ is a newer attack in which computing machines replace the instructors as the experts or ushers, and kids can be guided ( Yelland and Masters, 2007 ) . The activity was designed so that grownup support could be removed if a kid secured an apprehension or could run on their ain ( depending on ability ) . Year one kids and one response kid showed that they were able to utilize the staging of ICT without any demand for grownup intercession, which so defined a degree of understanding and larning within the environment created that exceeded outlooks for kids so immature. This demonstrated success of utilizing scaffold theory, as it was designed to back up any kid of any age/maturity may non be able to joint or research larning independently, perfect for a disconnected twelvemonth group category. The ICT and grownup interaction in no manner changed the nature or trouble degree of the undertaking ; al ternatively, the scaffolds provided allow the pupil to successfully finish the undertaking, distinguishing by result. With increasing understanding and control, the kids the instructor ‘s degree and type of support changed over clip from directing, to suggestion, to encouragement, to observation, the grownup lending merely to prolong the undertaking ( Teale & A ; Sulzby, 1986 ) . Within these scaffolding events, learning and acquisition, inseparable constituents, stress both the kid ‘s personal building of literacy and the grownup ‘s parts to the kid ‘s underdeveloped apprehensions of print. These supports are bit by bit removed as pupils develop independent acquisition schemes, therefore advancing their ain cognitive, affectional and psychomotor acquisition accomplishments and cognition. Blooms taxonomy Although ICT provided support scaffold, every bit as is its nature, ICT can hold confining effects, kids so immature needed aid in runing the equipment to get down, rapidly picking it up, but ICT adds an component of defeat and the custodies in the images, combined with kids picking up the construct of little motions slowed the effectivity of the scaffold, diffused by the grownup support.In Vygotsky ‘s words, â€Å" what the kid is able to make in coaction today he will be able to make independently tomorrow † ( Vygotsky, 1987, p.A 211 ) .Social and Cognitive Interaction. In add-on, Piaget, Dewey, societal interaction and equal theoretical accounts. The undertaking could non hold been scaffolded wholly nevertheless, as kids had to portion the scaffold in a group scenario, disputing speech production and listening accomplishments, chiefly due to resource and clip restraints. Although group work does, in consequence, supply mutual staging ( Holton and Thomas ) , for kids at the age of 5, I observed that the accomplishments required to work in the environment designed by the undertaking required important acquisition from the kids to collaboratively work together. In this state of affairs, the group can larn from each other ‘s experiences and cognition sharing the staging between each member, altering invariably as the group worked on the undertaking ( Holton and Clarke, 2006 ) . By utilizing the group dynamic and ensuing address, a critical tool to scaffold thought and responding, played a important function in the development of higher psychological procedures ( Luria, 1979 ) the kids had to flexible in sharing their though ts and decisicons had to be comprismised, and they had to show independent believing to convey thoughts to the groups work ( Bodrova & A ; Leong, 1996 ) . Using a Vygotsky position, the talk and ensuing action of the group sociocultural cloth of the composing event was able to assist determine the kids ‘s building of consciousness of negociating and compromising towards the concluding merchandise and successful result ( Dorn, 1996 ) . The kids ‘s treatments ranged from whose bend or suggestions to utilizing accounts linked to their cognition of characteristics of traditional narratives. The adults function in the activity was to determine the kid ‘s acquisition by utilizing and accommodating linguistic communication and set vocabulary to conform to the groups understanding Clay ( 2005 ) Whilst measuring insouciant colloquial exchanges for cognitive development, linguistic communication acquisition, narrative composing for authorship, and reading comprehension. As t he kids are non at a secure composing ability, conversations within the societal interaction of the group finishing the undertaking was important in easing productive, constructive, experimental, and development of new thoughts ( Smagorinsky, 2007 ) . Linked to this, Bandura ‘s Social Learning Theory that people learn from one another, via observation, imitation, and patterning. By blending the ages of the groups between twelvemonth 1 ad response kids, they jointly observed each other ‘s behavior, attitudes, and results in footings of uninterrupted mutual interaction between cognitive, behavioral, and environmental influences. The positive acquisition environment, prosecuting activity and attractive result meant that the twelvemonth one modelled focal point and enagement with the undertaking, and their thoughts were all valued, with response kids responding to the same behavior and assurance edifice within the undertaking, theory related to Vygotsky ‘s Social Development Theory and Lave ‘s Situated Learning, which besides emphasize the importance of societal acquisition. Equally the undertaking was deisgned so that an grownup could utilize Vygotsky, pupils develop higher-level thought accomplishments when s caffolding occurs with an grownup expert or with a equal of higher capablenesss ( Stone, 1998 ) . Conversely, Piaget believes that pupils discard their thoughts when paired with an grownup or pupil of more expertness ( Piaget, 1928 ) . Alternatively, pupils should be paired with others who have different positions. Conflicts would so take topographic point between pupils leting them to believe constructively at a higher degree. By directing the undertaking focal point on the kids, the traditionally held a transmissionist or instructionist theoretical account in which a instructor or lector ‘transmits ‘ information to pupils, the activity used Vygotsky ‘s theory to promotes larning contexts in which pupils play an active function in larning. Functions of the instructor and pupil are hence shifted, as a instructor should join forces with his or her pupils in order to assist ease intending building in pupils. Traveling from the instructor offers degrees of verbal and non-verbal presentations and waies as the kid observes, mimics, or portions the composing undertaking. Learning hence becomes a mutual experience for the pupils and instructor. Once the kids were content to research their work themselves, the functions for the instructor meant that I stepped back from supplying a equal theoretical account, a function for kids to look to for congratulations or pursuit for the right reply, alternat ively, the undertaking became steeping for the group, with kids supplying their ain support construction and motive. The More Knowing Other ( MKO ) . The MKO refers to anyone who has a better apprehension or a higher ability degree than the scholar, with regard to a peculiar undertaking, procedure, or construct. The MKO is usually thought of as being a instructor, manager, or older grownup, but the MKO could besides be equals, a younger individual, or even computing machines. The Zone of Proximal Development ( ZPD ) . The ZPD is the distance between a pupil ‘s ability to execute a undertaking under grownup counsel and/or with peer coaction and the pupil ‘s ability work outing the job independently. Harmonizing to Vygotsky, larning occurred in this zone. Whilst come oning their acquisition hold oning the construct and utilizing the ICT, the kids so operated within societal interaction and knowledge. Through joint activities, the instructor scaffolds conversation to maximise the development of a kid ‘s intrapsychological operation. In this procedure, the grownup controls the elements of the undertaking that are beyond the kid ‘s ability all the piece increasing the outlooks of what the kid is able to make. Dewey non merely re-imagined the manner that the acquisition procedure should take topographic point, but besides the function that the instructor should play within that procedure. Harmonizing to Dewey, the instructor should non b e one to stand at the forepart of the room doling out spots of information to be absorbed by inactive pupils. Alternatively, the instructor ‘s function should be that of facilitator and usher. As Dewey ( 1897 ) explains it: The instructor is non in the school to enforce certain thoughts or to organize certain wonts in the kid, but is at that place as a member of the community to choose the influences which shall impact the kid and to help him in decently reacting to these influences ( p. 9 ) . Therefore the instructor becomes a spouse in the acquisition procedure, steering pupils to independently discover intending within the capable country. This doctrine has become an progressively popular thought within contemporary instructor preparatory plans. Necessary conditions for effectual modeling: Attention – assorted factors increase or decrease the sum of attending paid. Includes peculiarity, affectional valency, prevalence, complexness, functional value. One ‘s features ( e.g. centripetal capacities, arousal degree, and perceptual set, past support ) affect attending. Retention – retrieving what you paid attending to. Includes symbolic cryptography, mental images, cognitive organisation, symbolic dry run, motor dry run Reproduction – reproducing the image. Including physical capablenesss, and self-observation of reproduction.Motivation – holding a good ground to copy. Includes motivations such as past ( i.e. traditional behaviorism ) , promised ( imagined inducements ) and vicarious ( seeing and remembering the strengthened theoretical account )Motivation Theory, Having a Good Reason to Imitate, Socially Interact and Use Scaffolding to Make a Successful End Merchandise Ofsted ( 2002 ) besides found that utilizing ICT enhances a lessons intent, a statement evident in other studies ( Becta, 2010, EPI, 2004, Futurelab, 2010 ) . I observed that ICT offered students means to imagine success and possible end-points for their work. ( Q28 ) For students, ICT reinforced their apprehension of the intent of their authorship and that the terminal consequence is a show. Becta ( 2007 ) found positive facets such as the possible to make reliable texts for ‘real life ‘ intents and audiences provided a motivational and originative ‘hook ‘ for the students ( Becta, 2007 ) . ( Q25 ‘s ) Abstract constructs such as ocular literacy are exciting for the kids to research, and as ( Bamford, 2003 ) noted ocular images are prevailing signifier of communicating in the current digital society which kids can associate to. ( Q25b ) Modeling – First of wholly, â€Å" be what you want them to make! † This acitivty besides applied many theoreticians combined that believe existent life application and motive must be child centred. For illustration, How Children Learn by pedagogue John Holt, focuses on Holt ‘s interactions with immature kids, and his observations of kids larning that kids learn most efficaciously by their ain motive and on their ain footings. More intircatly the planning did non take to entirely actuate the kids, life is shown to be a important tool for kids as it features and uses many theories to derive the kids ‘s involvement and initiate attending. John Kellers ARCS Model of Motivational Design proposed that attending can be gained in two ways: stimulates wonder by presenting disputing inquiries or jobs to be solved.or to utilize surprise or unsteadily to derive involvement through novel, surprising, incongruous, and unsure events. Animation is a proved method for catching the scholars ‘ attending as it includes two really cardinal thoughts lar ning through experience, i.e. active engagement, hands-on methods, to acquire scholars involved with the topic and variableness resources that account for single differences in larning manners and let a assortment of methods in showing stuff. Again within Kellers ARCS theoretical account utilizing life stimulates relevancy for the activity, ensured as the kids knew they were traveling to watch the picture on the large hall screen, to increase a scholar ‘s motive. Using schemes to foreground the successful result, induced motive to finish a good terminal undertaking, one kid inquiring if twelvemonth 6 were traveling to see it. They could see the nexus between composing their ain narratives and doing their tale reliable. Visually life was easy for younger kids to conceive of the terminal consequence and how they were larning something utile, without them being cognizant of the true larning aim of vaocabulary and narrative construction. To a grade the life undertaking and the ind efinable power of ICT to redact for kids meatn they became cognizant of the kineticss of accomplishment, hazard pickings, power, and association. This powerful scheme of Choice, utilizing the scaffolding kids were assured the ability to utilize different methods to prosecute their work or leting pick in how they organize it. The ARCS theoretical account so moves onto assurance, and understanding their likeliness for success, by utilizing scaffolding success was inevitable, all kids knew they could accomplish the result, increasing their assurance and even those necessitating more support were discreetly directed utilizing scaffolding to go an expert. As I had specifically introduced a significance for the work the and the usage of ICT scaffolding provided kids the most hard motivational tool – Satisfaction. Learning must be honoring or fulfilling in some manner, whether it is from a sense of accomplishment, congratulations from a superior, or mere amusement. Make the scholar feel as though the accomplishment is utile or good by supplying chances to utilize freshly acquired cognition in a existent scene. Evaluation OF LESSON Many research workers even recognition him with the influence of Project Based Learning ( PBL ) which places pupils in the active function of research workers. DISCUSS, CHILDREN MOTIVATION SCAFFOLD POISTIVE MORE Evaluation Children learn best when they are non pressured to larn in a manner that is of no involvement to them. For illustration, the first thing all pedagogues should make is measure which type of multiple intelligence pupils ‘ possess and Teach and measure them separately on the footing of this. Provide aims and prerequisites – Aid pupils estimate the chance of success by showing public presentation demands and rating standards. Guarantee the scholars are cognizant of public presentation demands and appraising standards. Allow for success that is meaningful. Turn the Learners – Allow for little stairss of growing during the learning procedure. Feedback – Provide feedback and support internal ascriptions for success. Learner Control – Learners should experience some grade of control over their acquisition and appraisal. They should believe that their success is a direct consequence of the sum of attempt they have put Forth. Provide feedback and support. When scholars appreciate the consequences, they will be motivated to larn. Satisfaction is based upon motive, which can be intrinsic or extrinsic. Do non sponsor the scholar by over-rewarding easy undertakings.

The Creation of Heavy Metal and Its Effect on Society

â€Å"Heavy Metal music's influence on society is really profound. Most people don't realize this, but Heavy Metal has spawned an entire subculture, with millions worldwide who can call themselves Heavy Metal fans. It is more than just aggressive music; it is an obsession and a way of life for a staggering amount of people† (Dunn 2008). Anthropologist, Sam Dunn documented how Heavy Metal has changed lives and societies across the globe. Heavy Metal music is a way of art, and how humans show what they see in society and translate it through a very artistic and creative way, which is the music itself†(Dunn 2008). â€Å"Human nature would argue for this scenario. Humans are influenced by conditions in their environment and react, whether physically, emotionally, or in this case, creatively† says sociologist of DePaul University (Deena Weinstein). This does not rule out the fact that artistic output created by humans can go back and in turn be an influence on society. By looking at some examples both historic and current, you can observe this process and how it has affected our world. (Weinstein 2005) Metal Music affects the world and Teen society in many diverse ways, whether it be by fashion, politics, religion, lyrical aspirations, and simply bringing people together. John Lennon was one of those people to bring peace by music, he went on a hunger strike for a week to promote piece all around the world with music, and he was not just recognized for doing this but many other inspirational acts with music. Through music, artists, bands and so on, speak of things going on in the society around you. Origin of Heavy Metal In the gritty streets of Birmingham, UK 1970, where Black Sabbath, took music too a more darker and sinister place, there was a man named Tony Iommi, who together with the well known Ozzy Ozbourne, formed a band and started the era of Heavy Metal. The first album they produced was self titled – Black Sabbath. Research shows that the Tri-Tone (Blue scale) is the devils note, which was used in the also self titled track â€Å"Black Sabbath†, claimed by Cannibal Corpse guitarist Alex Webster in â€Å"Metal, A Headbangers Journey (2008) â€Å"This note, in the Middle Ages, was forbidden because if its thought up relationship with the devil, towns folk believed that this â€Å"Tri-Tone† summoned the devil, thus explaining why it was forbidden†(Ezrin 2008). In the middle Ages, sorcerers used this Tri-Tone to summon the beast and cause havoc amongst the villagers who were ignorant and scared of heavy sounds. As Black Sabbath’s music spread through out the U. K, people from all over the world started to react to this new heavier style of music and became influenced, such as Led Zepplin, Deep Purple, Rainbow, and many more bands all over the world became interested and incorporated Heavy Metal to their personas and musical ways. Anthropologist Sam Dunn: Metal, A Headbangers Journey (2008) and also past Heavy Metal band member says that â€Å"There’s an on going battle in heavy metal to be more heavier and evil than the band that came before you, this has kept me into metal all these years† Competition plays a great part in Heavy Metal, which is also a great factor that spread Heavy Metal world wide and turned it into many now known Heavy Metal sub genres per say. As Heavy Metal started to grow in the 70’s, band after band tried to sound heavier than the last band which is how these â€Å"sub genres† of metal, like I stated earlier, came to be. The teens in that era, noticed this, â€Å"competition† and many teens started and incorporated, Heavy Metal to their own bands and were so influenced by this music, that it made teens in this society more hardworking and also up for a challenge. Musical Roots The classical roots of heavy metal were fairly obvious (Ezrin 2008), most of the really good practitioners were fans of dark powerful music, and for example Beethoven was one of them. Beethoven had created great classical music that incorporated heavy bass music and powerful orchestral sound waves, which are great assets to Heavy Metal that traced Classical music to Heavy Metal roots. Heavy Metal has another musical ancestor which is The Blues. (Morton, Blythe, from Lamb of God 2001), stated that the guitar is an African instrument, and the Guitar was used in slave music, and influenced the Blues and Heavy Metal now in today’s music. In the movie: Metal, A Headbangers Journey, The director and producer/ anthropologist Sam Dunn, interviews many Heavy Metal Pioneers such as Toni Iommi, Ozzy Ozborne, Ronnie James Dio, Rob Zombie, and they all claim to say that The Blues and Jazz classical type music were influential in their music. Environment and the Effect Towards Teen Society â€Å"It comes down to growing up in a rundown place, full of poverty, hopelessness, scumbags and assholes, that make your life hell and get you bottled up inside, then that’s when the music comes in and sets you free. † states (Taylor, of Slipknot2005). Music takes a maximum effect in everyone’s lives, Heavy Metal for many, claims that this musical genre sets them free and sets them in a straight forward positive mind set due to the message that some Heavy Metal artists send. James â€Å"Munky† Shaffer bassist for the band â€Å"Korn† says in an interview, that as a teenager, the environment he grew up in was based on drug abuse, violence, problems at home and death. â€Å"I found salvation through Heavy Metal, it influenced me to stay positive, grab an instrument and just jam out and let all the negativity out and let the positive and creative stuff flow in you know? Ha-ha, look at me now, I am in my mid 20’s and part of a great well known band selling out everywhere and loving it, all thanks to Metal! †(Shaffer2008). Rob Zombie, (White Zombie, Movie Director), – Revolver magazine, June 2009 said that â€Å"Metal is a life style, it’s your life style, people listen to what they listen too but in the end, what you listen too defines who you are. † Heavy Metal is like mine and any other metal heads own world. The music tells you to stick to your guns and stay strong and positive, (Dickinson 2008). Bruce Dickinson of Iron Maiden was one of the worlds most influential Heavy Metal band of the late 70’s- 80’s that helped pioneer this musical genre. Heavy Metal Archive (2001-20011) stated that â€Å"It gives them an alternate universe, it gives them a life of imagination through which they can view music and be influenced by many things the world and their society has to offer them. † Metal does impact children nowadays in this young society, and makes them aware of what’s going on in the world such as, wars, politics, corruption and genocide and inequality. The Message through Different Methods & Styles Politically Impacting the Media/Society Dee Snider of the Heavy Metal band Twisted Sister- was attacked by many parental groups and the (P. M. R. C) also known as the Parents Music Resource Center (1984) about censorship in Heavy Metal bands (Music in general). Sam Dunn, stated in his Documentary; Metal: A Headbangers Journey, that in 1984, Heavy Metal met its first organized attack and many bands were put in â€Å"The Filthy Fifteen†. Twisted Sister were not the only band censored and put on â€Å"The Filthy Fifteen† but Many Heavy Metal bands such as W. A. S. P, Judas Preist, Motley Crue, Def Leppard, AC/DC, Venom, and Heavy Metal Pioneers Black Sabbath were amongst those â€Å"Filthy Fifteen† These bands were put in â€Å"The Filthy Fifteen† by the â€Å"Parents Music Resource Center (1984)† because their music was deemed offensive and violent. The P. M. R. C rated songs according to the following: 1. X= Profane or sexually explicit, 2. O= Occult, 3. D/A= Drugs or Alcohol, 4. V= Violence and 5. Sac= Sacrilegious. Although the lyrics in Twisted Sister’s song â€Å"Were Not Gonna Take It† talked about standing up for your rights and never giving up, the video was censored as violent which led them into â€Å"The Filthy Fifteen† by the P. M. R. C. It must have been upsetting to the band members that their music is being prohibited to teens that in society look for he lp and sanctuary in music. Music that is inspirational should not be banned to teens because it can affect their social mental lives. Due to the fact that the P. M. R. C censored Twisted Sister’s enthusiastic, stand up for your self, keep going on music, children were unable to buy their music and listen to what they wanted to hear. Music is a way of life, as I always say and everyone needs it in their daily personal lives to get by, whether they are down, lonely, happy, and or just out of mind and ready to loose it. You can not help to imagine how many youths rebelled against parents because of this cause and made them unable to listen to music that appealed their ears, and helped them get by in life’s daily struggles and challenges. Religion and Satanism Many Metal artists used religious symbolism in their music. For example when up and rising band Venom (1983) came out on stage with satanic pentagrams, gory live performances, and brutal satanic lyrics, many people were scared. In that era, Satanism was well known but only in secluded parts of Norway. As venom and many other bands such as Slayer(1983-present) went on stage and vulgarly scared the non-metal community, people and many other religious groups as well, started to ban there shows, and music all over the world. The media started to engage in a non stop attack of releasing ideas that these bands were satanic, insane, and inappropriate content for teens, and that they should be socially declined to the public. (Dunn2008) This however did not stop the bands from releasing their music, being less graphic, and selling out shows. Nor did it stop teens from tuning in to their music and impacting their religious views and life’s. Slayer, created masterpiece after masterpiece of brutal Satanic, Anti-Christian, war related, lyrics and album covers that there were literally protests at their shows by religious groups because teens were so xcited and appealed at this new style of musical art, and parents thought their children were being manipulated and brainwashed to do bad and in the end hurt and destroy their life’s and their social backgrounds. They also manifested an idea that Slayer (1983) were Satanists, when in fact they were just trying to shock the audience and gain more fans. H aving the mindset of Slayer being Satanists, they also thought up the idea that Metal Music was the doing of the devil. And that those teens were heading towards a path of destruction and anti- religious acts in their society, like burning churches down. Slayer, to defend themselves stated, â€Å"We consider what we do art, and art can be a reflection of society, and we are simply just picking up the dark reflections, and manifesting them to the world† (Araya2008) Norwegian Black Metal bands certainly do live up to Satanism, (Dunn2008). Norway is an isolated country in northern Europe in which 87% of Norway’s population belongs to The Lutheran State Church, and yet strangely their most cultural export is Satanic Black Metal (Rasmussen 2008). Because many Satanists in Norway have a grudge against the Christian religion, due to conflicts and clashes between Vikings thousands of years ago (Rasmussen2008), there was a series of arsons. A man by the name of Varg Vekernes, and along side of him to help was a man named Jorn Tunsberg, set out a quite discrete plan to burn down some of the oldest churches in Oslo, Norway. They were convicted of arson on multiple counts and both were sentenced to prison. Because of these satanic acts in Norway due to Black Metal and what it symbolized for these men, people of all over the world started to react in an eruptive way towards the Metal community. The parents now have reason to believe that children’s musical interests could indeed affect the society in which their kids lived in and cause harmful behavior for generations to come. Death and Violence Death has played a major role in Metal Music. Since Metal Music spawned from dark imagery and horrific violence and brutal lyrics, a sub genre emerged known as Death Metal. Death Metal was built up on Thrash Metal and Black Metal, which consisted of machine gun guitars and fast passed drumming, with guttural vocals, also with a little twist of bloody gore and violence, Death Metal was created. Cannibal Corpse, along with Death, were the first bands among many Death Metal bands to use gory imagery. Cannibal Corpse was known for producing horrific album art. Cannibal corpse(1985) 3 first albums are banned in Germany, New Zealand, and Korea due to very gory and graphic album art also horrific lyrics related to murder. (Slagel2008). Rose Dyson(2008) states that there is evidence to state that the average person these days sees more violence through popular culture that would occur in real life, and this also has been marketed in many essences, particularly in teenage society and disrupts the teenage mind into murder, suicide, corruption and drug abuse as a conflict resolution. Manny bands have been set for trial over the past 20 years, such as Judas Preist, Slayer, Slipknot, Cannibal Corpse and Marilyn Manson, due to suicides and murders all because Metal Music has been stereotyped as devil music and everything else you have read thus far in this research paper. A main reason, as to why Metal Music and these bands have been blamed as the cause to many teen deaths, is because of their lyrics. Most Metal bands have an image they portray whether it is evil, Blasphemy related, or just simply vulgar. It is crazy to argue that there is a relationship between the imagery in Metal and some teen suicides and acts of violence. (Klosterman2008). The most powerful predictor of whether someone will commit suicide is the feeling of helplessness (Kahn2008). No one listens to Heavy Metal in order to feel helpless, they listen to Heavy Metal in order to feel empowered and connected with other people, and that may be empowered through a song that’s about suicide that makes you realize your not alone. And your not helpless and other people are going through the same thing; you don’t need to kill yourself! Human society should realize this because blaming such horrific incidents other people cause to themselves should not be blamed on people who are merely making art in their own personal ways, such as these bands. As the media and such sources uproar and release these serious issues about teen suicide and their causes, all over the world, parents should focus on Teen Society and how teens learning and hearing these issues of teen suicide may affect them personally. Teen youth does get affected by seeing this media provided information because it somewhat brainwashes them into thinking that music of such sorts leads them into suicide and disruptive mayhem. When they grow older they judge other teenagers amongst their societies and start labeling them.

How to Write an Extended Essay

How to Write an Extended Essay How to Write an Extended Essay In the following article we will give you some valuable advice on how to write a good extended essay. We will offer you just some useful tips and simple information here. The extended essay is actually a mini-diploma work which IB students have to write, besides several other papers. It has the same goals, basic structure, and context like the diploma theses which college students prepare. You must do your own piece of research, although it is usually stated that the extended essay does not constitute any type of research. In all cases, you conduct your investigation according to the criteria stipulated by the academic community: clear thesis, strong arguments and evidential support, comprehensible and concise work, loyalty to the facts, work with sources, and last but not least, fruitful collaboration with the assigned supervisor. The extended essay may be focused on a topic derived from every possible field of science, culture, and arts, so you should accommodate your work accordingly. For example, a work in the field of natural sciences may require conducting experiments; on the other hand, in the field of Philosophy you should work with philosophical theories. However, you must demonstrate some definite skills and competences. Writing an extended essay – important tips Define your topic You can choose your topic from a list. Try to narrow it down in order to be easier for you to set forth the main thesis. Wider topics are more difficult to be justified. Try to focus your efforts on a particular place, time, concept, or case. Preliminary research Find some sources on the topic and after that modify your topic and thesis accordingly. Work with academic literature, and be critical to the information available on the internet. You can search in Google Scholar or Google Books. Now you can write a draft of the extended essay. Structure The structure of your essay is strictly set according to the academic standards. You should write several parts: a title page, an abstract, body text, a conclusion, a bibliography, and (not necessary) appendice/s. You may use footnotes or endnotes, and also it would be good to prepare a glossary of the terms used (not necessary). The length should not exceed 4,000 words (without the abstract, the bibliography, the endnotes/footnotes and the appendices). Style You have to employ an academic reference style, for instance APA, MLA or Chicago/Turabian style (depending on the field of research). Try to write clearly and to be accurate in using definite terms (that means, you should be familiar with the terms you use). If you are not sure what a term means, don’t use it (replace it with a synonym). The same can be said about quotations: quote only short sentences or passages which you understand and can integrate into the text easily. Be careful: quotes should not exceed 10-15 % of the body text. Otherwise, the examiner would think you do not have anything important to say. Be loyal to the facts That means, never refer to the facts which are not well-proven, or that may support a theory contrary to your thesis. Check your sources. How can you do it? You should simply search for some criticism about the authors you refer to. Then you will be able to discern between the real scientist or researcher, and the pseudo-researcher. Be critical! The supervisor Your supervisor will review your work; he/she will give you some advice on the sources and information you should use. They will also check the draft of your essay and will recommend a way to improve it. Your supervisor is not the one who has to write the extended essay for you. Don’t expect it from them! The interview Although it is not an obligation, but still, it is recommended to have an interview with your supervisor. They will ask you some questions related to the text. The main goal is to check your knowledge in the field as well the authenticity of the work (to check for plagiarism). The extended essay is your first real test of the system of education. It operates as a â€Å"bridge† between the high school and tertiary education. By passing this exam, you will have more opportunities to find a good college.

Habits and Traits of Mites and Ticks

Habits and Traits of Mites and Ticks Not much love is lost on the mites and ticks of this world. Most people know little about them, other than the fact that some transmit diseases. The order name, Acari, derives from the Greek word Akari, meaning a small thing. They may be small, but mites and ticks have a big impact on our world. Characteristics Many mites and ticks are ectoparasites of other organisms, while some prey on other arthropods. Still, others feed on plants or decomposed organic matter like leaf litter. There are even gall-making mites. Take just a scoop of forest soil and examine it under a microscope, and you may find several hundred species of mites. Some are vectors of bacteria or other disease-causing organisms, making them a significant public health concern. Members of the order Acari are diverse, abundant, and sometimes economically important, though we know relatively little about them. Most mites and ticks have oval-shaped bodies, with two body regions (prosoma and opisthosoma) that may appear fused together. The Acari are indeed small, many measuring a mere millimeter long, even as adults. Ticks and mites go through four life cycle stages: egg, larva, nymph, and adult. Like all arachnids, they have 8 legs at maturity, but in the larval stage, most have just 6 legs. These tiny organisms often disperse by hitching rides on other, more mobile animals, a behavior known as phoresy. Habitat and Distribution Mites and ticks live just about everywhere on Earth, in both terrestrial and aquatic habitats. They live virtually everywhere that other animals live, including in nests and burrows, and are abundant in soil and leaf litter. Though over 48,000 species of mites and ticks have been described, the actual number of species in the order Acari may be many times that. Well over 5,000 species inhabit the U.S. and Canada alone. Groups and Suborders The order Acari is somewhat unusual, in that it is subdivided first into groups, and then again into suborders. Group Opilioacariformes - These mites look somewhat like small harvestmen in form, with long legs and leathery bodies. They live under debris or rocks and may be predaceous or omnivorous feeders. Group Parasitiformes - These are medium to large mites that lack abdominal segmentation. They breathe by virtue of paired ventrolateral spiracles. Most members of this group are parasitic. Suborders of the Parasitiformes:Suborder HolothryinaSuborder MesostigmataSuborder Ixodida - Ticks Group Acariformes - These small mites also lack abdominal segmentation. When spiracles are present, theyre located near the mouthparts. Suborders of the Acariformes:Suborder ProstigmataSuborder AstigmataSuborder Oribatida Sources Borror and DeLongs Introduction to the Study of Insects, 7th edition, by Charles A. Triplehorn and Norman F. Johnson.NWF Field Guide to Insects and Spiders of North America, by Arthur V. EvansLatin American Insects and Entomology, by Charles Leonard HogueIntroduction to the Acari, University of California Museum of Paleontology. Accessed February 26, 2013.Arachnida: Acari, class handouts from University of Minnesota Entomology Department. Accessed online February 26, 2013.Soil Arthropods, National Resources Conservation Service. Accessed February 26, 2013.

Reward and Incentive System Coursework Example | Topics and Well Written Essays - 1000 words

Reward and Incentive System - Coursework Example One of the challenges that might be faced in establishing an effective compensation system for the Tesco Company executives is the biased attitude (Hill & Jones, 2010). The compensation system has the potential of creating biases to the lower cadre employees in compensating the top executives. The lower employees who are responsible for implementing the policies and strategies developed by the executive of Tesco Company will be demoralized due to the insignificant feeling. This will hinder the realization of commercial interest of the company that will make the compensation strategy adopted impossible due to lack of adequate funds. The perception of the compensation been unfair compared to the external equity is another challenge that Tesco will face is establishing the incentive system for it executive employees (Hill & Jones, 2010). The modern market is facing intense competition that has seen companies rewarding their top management heavily to attract the most effective and effici ent strategic team to compete effectively in the market. Thus, the reward system that Tesco will develop will be judged by the executive team on its coherence with the market reality. This has the potential of drawing the negative reaction from the executives if they perceive the system to be unfair to the market competitiveness or equity. The top management of Tesco Company will shift to the competitors who are offering better incentive and reward compensation strategy. The two challenges will heavily impact on the establishment of the incentive and reward system that Tesco Company will employ in compensating its executive to ensure it is balanced towards the perception of the internal employees at the lower level and perception of the executive towards the market equity.

No idea Assignment Example | Topics and Well Written Essays - 500 words

No idea - Assignment Example A is a single grade higher than B and the goal is therefore realistic. The goal is timely because it will take two months (Rouillard 47). To raise the performance of the rugby team that I coach, from ten touch downs to twelve, I will train with them on the field for two hours once a week starting next Friday till the last Friday of April 2014. I and the team is the who, training is the what, field is the where, two hours once a week is the when, touchdowns is the which, and raising the performance is the why. Fifteen touchdowns are measurable, training for two hours once a week is attainable, building a capacity to add two touchdowns in one month is realistic and starting next Friday until the last Friday of April, 2014 is my goal’s time bounds (Rouillard 47). To become a more sociable neighbor than I have been, I want to make one new friend in our new neighborhood every month starting in April 2014 so that I will have eight new friends by December 2014. In this goal, I is the who, making is the what, our new neighborhood is the where, every month is the when, new friend is the which and become a more sociable neighbor is the why. Making one new friend monthly and eight friends by December is measurable. The goal to make one friend monthly and eight friends in eight months is attainable. It is realistic that a person can make one new friend monthly and eight months are enough time for it (Rouillard 47). To expand our campus entrepreneurial club by ninety members in the next three months, we will conduct a massive campaign on campus using press, posters, and social media to recruit prospective members. We is the who in this goal, campaign is the what, campus is the where, more members is the which, and expand is the why. Ninety members is measurable and recruiting ninety members in three months is attainable. This goal is realistic because it can be broken down to recruiting thirty new members every month to get ninety in three months