Observation and Description

The teacher used colorful manipulative materials, visual aids, overhead projector, projector screen, blackboard, and chalk in teaching equivalent fractions. The students gathered their desk together and worked in groups.   There were four students in each group.   Each group member has colorful fraction pieces of paper in a plastic bag to help them perform the Mathematical activities on equivalent fractions. The classroom is spacious and there are shelves filled with learning materials.   There is also a television set above the blackboard.   The classroom is well lighted, orderly and the environment is conducive to learning. b. Describe the observed teaching situation in video 2. Students worked in groups.   There are three students in each station.   Every station has a variety of activities designed to help students learn the concepts of geometry.   Students have used the resources available in the station in learning geometry. The classroom is spacious, orderly and well lighted.   There are several learning materials inside the classroom.   The environment is conducive to learning. c. Describe the observed delivery of instruction in video 1. The teacher has an organized way of preparing the class for the lesson.   Before presenting the lesson, the teacher instructed her students to get the materials needed for the Math lesson such as fraction pieces of paper and notebooks.   Then, she asked them to put all the colors of the fraction pieces of paper together so they could easily use the materials. The teacher was able to give instructions in a clear manner.   She initially used her manipulatives and the overhead projector to demonstrate how to find one half of the circle.   This prompted the students to follow what she did and discover different combinations of one half using their fraction pieces of paper. d. Describe the observed delivery of instruction in video 2. The teacher allowed the students to discover the principles of geometry on their own.   She went to the stations to observe and check on what the students are doing.   She guided some students and tell them how other students approach the problem and work on the activities.   Probing was also done when she asked the students â€Å"this one connects to that vertex, is there another one that this one could be connected to?†Ã‚   All instructions given by the teacher were clearly understood by the students. There was a good follow-up on what the students have learned when the teacher asked some students about the types of information that they have used to describe the shapes, and what they have discovered when the vertices were connected.   In addition, she also had a good control of the flow of lesson and classroom situation when she asked the student, who was busy working on the activities in the tangram station, to write a reflection on what they have learned.   The teacher also expressed appreciation on the effort of the students. e. Describe student interaction with the observed instruction in video 1. After the teacher demonstrated how she was able to get the equivalent fractions using her manipulatives, the students use the fraction pieces of paper that they have and they were able to work on their own in discovering the equivalent fractions. The teacher went around the group to ask questions as students work on their fraction pieces of paper.   There were positive interactions between the teacher and the students. f. Describe student interaction with the observed instruction in video 2. Students had positive interactions with their classmates and with the teacher.   They spoke and listened to one another, shared what they have discovered, considered the ideas of their classmates, and sometimes agreed or disagreed with their ideas. Each member of the group contributed to the learning process.   They shared the resources found in their respective stations. Analysis, Exploration, and Reasoning a. Explain the pedagogical purpose of the observed teacher’s lesson in video 1. The teacher has used modeling when she initially demonstrated how to discover the equivalent fractions.   The cooperative learning method has encouraged small groups of students to work together and discover the different combinations of equivalent fractions using the fraction pieces of paper. While working in groups, the active learning environment was established and students learn by performing the activities, discussing their work with their group mates and seeing different combinations of fractions that their group mates have done. b. Explain the pedagogical purpose of the observed teacher’s lesson in video 2. The teacher has used cooperative learning in grouping students in each station.   The activities in each station were structured to help students learn geometry through their own discovery and to make them fully engaged in the learning process. The teacher made some observations, listening and intervening whenever necessary so students can meet the goal in learning the concepts of geometry.   Students have hands-on learning experience, good interaction and cooperation as they share their ideas with their classmates and use the resources that are found in the stations.   This encourages retention of the lesson and appreciation of learning. c. Analyze the observed teacher’s possible purpose for using a specific strategy in video 1. Math is a subject that a lot of students fear and do not appreciate.   The teacher has used her creativity in utilizing manipulatives in teaching fractions to make the lesson interesting to the students. A lot of students are visual learners and the mathematical activities involving the use of colorful manipulatives and overhead projector as visual aids and fraction pieces of paper for hands-on learning develop eye-hand coordination and critical thinking. d. Analyze the observed teacher’s possible purpose for using a specific strategy in video 2. The activities that were structured in every station were observed to be in various levels of difficulty.   Learning about shapes is easy, connecting the vertices and discovering if there are similarities between the number of vertices and the number of lines connecting them has an average level of difficulty.   The tangram station is challenging because students are required to put the polygons together to form some patterns. The possible purpose of using the cooperative learning strategy is to allow students to work at their own pace and within their intellectual capacity.   Asking students to write what they have learned in each station is a good way of checking whether they find the lesson interesting or if they are ready to move to a different station in their next lesson. e. Analyze the impact of the observed teacher’s instructional strategy on student learning in video 1. Students were performing the activities in fractions without realizing that they were adding, subtracting, or multiplying numbers to discover equivalent fractions. Cooperative learning allowed students to work with other students and gain knowledge through their own discovery while interacting with their teacher and with other members of the group. f. Analyze the impact of the observed teacher’s instructional strategy on student learning in video 2. All students were fully engaged in the activities.   Cooperative learning led students to engage in a lot of discussions, sharing of ideas and critical thinking. Students are learning the principles of geometry through hands-on activities.   They also learn through exploration and discovery.   With the variety of activities, students are not bored and they appreciate the lesson.

Blue Remembered Hills Essay

When I first read the script of Blue Remembered Hills I thought it was quite naturalistic and it was well written from a child’s perspective. The characters were all very believable and it seemed like a fun play to perform. I thought it would be easy to do because the characters are all children and I can still remember how I was at that age. In the performance I played the part of Peter, a young boy of about seven or eight years. He is the bully of the group and he tends to use his strength to get his own way over the others. He is not very intelligent and some of the characters use this to their advantage to get out of situations e.g. in scene two when Peter tries to steal Willie’s apple but Willie convinces him one bite would kill him. To get into our roles of young children, we did various exercises like childhood games and hotseating. I found hotseating particularly helpful because afterwards all of the class give their opinions and constructive criticism so I could improve my character. Playing childhood games helps to put you into the mind of an eight year old. After a few weeks we looked at the subtext of the play. This means you go through the script and look for the true meaning of the words that are spoken. For example if somebody says something sarcastically, you know to say it in a certain tone. Doing this helped with the language and how to speak the words in accent using the correct tone so that the true meaning is given across to the audience. I found the best way to improve voice, movement and gesture was to keep rehearsing it and talk to each other about how it looks and what could be improved. All of the characters wore similar clothing, as they’re all children of the same age living at the same time. For Peter I chose a pair of dirty, grey shorts and a plain dirty white shirt as this was typical for the time. He did not have any props specific to his character. I think that together as a group we worked very well. I found that constructive criticism and feedback from the other people in my group helped me greatly because it tells you what you look like to others and how the character comes across to the audience. We didn’t experience many major problems throughout the project and other problems were easy to solve. Last minute rehearsals were just to polish off the scripts and make sure that all the scenes ran smoothly together. In the run-up to the final performance we would just act out each scene over an over and confirm that we had the play how we wanted it. I was quite pleased with the final performance but despite weeks of learning the lines, I still managed to make a few slip-ups, which I and the other character made up for by improvising. I thought that each person in the group fitted very well into their characters and worked very well together. We all added a bit of our own personality, which made the characters more believable. If I did the play again I might have made it more physical and at a faster pace. I didn’t see any other groups’ performances so I can’t compare ours to anyone else’s. Over the past few weeks I have learned new techniques of character development and I feel my ability to work in a group has improved. I think I need sometimes to put in a bit more effort in the lessons and do every rehearsal as if it were the real thing as I lacked motivation in some lessons. It has prepared me a bit for the written exam because I have been analysing the performance, which is exactly what I have to do for the exam.

A Look at the Concerns Surrounding Internet Dependency

A Look at the Concerns Surrounding Internet Dependency The new wave of online technology has seen the Internet take an increasingly large place amongst society throughout the past few decades. The introduction of Internet-capable personal devices such as mobiles phones and tablets have granted users further access, triggering Internet traffic to grow exponentially. Due to this immense social shift towards the online, contemporary issues have appeared on both an intrapersonal and interpersonal scale. Reports during the 1990’s, when the effects of the Internet intensified, suggested that some online users were becoming addicted in much the same way that others may become addicted to drugs, alcohol or gambling. However, as has been seen since this initial prognosis, Internet addiction has shown to be much more challenging and controversial to categorise than alternative substance-based addictions. In general terms, Internet addiction can be described as excessive preoccupations, behaviours or urges regarding computer and Internet use that leads to distress or impairment (Shaw Black, 2008). This research review will identify major issues in Internet addiction, as well as overview the major controversies, such as the inauguration of Internet addiction as a concept, tests founded to measure it, general verses specific addiction, addiction to gaming and the symptoms of excessive Internet use. Substantial research in the addiction field had been accomplished throughout the 20th century, however, due to the relative newness of Internet addiction, research that clearly outlines the stages of acquisition and the consequences of this type of addiction are less prominent. First mentions of computer addiction came through anecdotal reports in the late 1970’s, specifically through the media, with colloquial terms such as ‘computer addicts’ and ‘machine-code junkies’ being used to describe heavy computer users. The general public widely accepted that symptoms of computer addiction included the impairment of psychological development and the breakdown of social relationships. A few academics took a partial interest in the field throughout the 1980’s, however serious research was not conducted until Shotton (1991) partook in a study to further analyse this issue. Through a series of interviews and questionnaires, Shotton (1991) found that the effects of computer addiction were much less severe than previous literature and the media had suggested, citing logical reasons that explain why individuals engage in interacting with a machine so extensively. Shotton (1991) believed that introverted people who turned away from human relationships could find companionship through computing. Although revolutionary, Shotton’s research became quickly less pertinent when the Internet rose to fame in the mid-1990’s drastically changing the function and usability of computers. At the 104th annual meeting of the American Psychological Association in 1996, Young (1998) presented a paper on the emergence of a new clinical disorder known as Internet addiction. Young reformed the prognosis in the DSM-IV (American Psychiatric Association, 1995) for Pathological Gambling into a brief questionnaire referred to as the Internet Addiction Diagnostic Questionnaire (IADQ) used as a screening instrument for addictive Internet use where participants who scored on 5 or more were deemed as dependant Internet users. Young demonstrated that dependant Internet users spent an average of 38.5 hours per week online, compared to 4.9 hours for non-dependant users. Furthermore, the research illustrated that non-dependant users viewed the Internet as a valuable source of information and a medium for personal and business communication. This contrasts with dependant users, who saw the Internet as a significant part of their lives, enabling them to meet and socialise with new people, with many often preferring their online friends to their real life relationships. The study likened the consequences of Internet addiction to that of other addictions, citing academic problems, work complications, distorted sleep patterns relationship difficulties, and denial of use as symptoms of excessive Internet use. Young provides a framework for further research on addictive Internet use, concluding that many individuals demonstrated impulse-control difficulty similar to pathological gambling or alcohol abuse. The proposal put forth by Young (1998) sparked much debate amongst academics which has continued to this day. Beard and Wolf (2001) contended Young’s claim, arguing that her criteria for Internet addiction were too rigid and subjective for self-reported measures. They proposed that for an individual to exhibit Internet addiction, they must meet five necessary criteria, and one of three optional criteria, both deriving from Young’s original questionnaire. Beard and Wolf go on to question the term ‘Internet addiction’ altogether, explaining that excessive Internet use cannot be defined as an addiction, as it does not result in all of the symptoms and behaviours associated with conventional addictions such as physical withdrawal. The controversy surrounding this term is currently bolder than the times of yesteryear with the Internet’s increasing hold on society. Starcevic and Aboujaoude (2016) firmly stand against the diagnosis ‘Internet addiction ’ citing some issues with its use. They argue against the term in a literal sense, citing that there is no evidence that addiction to the Internet as a medium exists, it is merely a facilitator for other behavioural addictions. Furthermore, and progressively so, the Internet is too vague a term as it refers to the limitless variety of behaviours that could be performed online. As such, the term ‘Internet addiction’ should be replaced by more specific behaviours. The concluding argument by Starcevic and Aboujaoude (2016) in the previous paragraph feeds into one of the major controversies surrounding Internet addiction, where two schools of thought have emerged. The generalised view believes that Internet addiction merits its own classification as a new psychiatric disorder, whereas the specialised view breaks down an individual’s Internet usage and defines their addiction in regards to specific online activities. After many years of debate, a modern study by Montag et al. (2015) set out to examine whether it is appropriate to differentiate between generalised and specialised Internet addiction. Participants from Europe and Asia completed two generalised scales (IAT and GPIUS-2) and a specialised scale developed to measure four domains of internet use; video gaming, shopping, social networks and pornography. The results of the study demonstrated that there are indeed specific forms of Internet addiction and that large parts of both gene ralised and specific addiction do not overlap. However, this is not true in the case of social network addiction as there was a considerable overlap between it and generalised Internet addiction. The authors argue that this may be because Facebook does not exist without the internet, unlike the other specified domains. Laconi, Tricard and Chabrol (2015) also took a keen interest in the relationship between generalised Internet addiction and specialised internet addiction. This study had participants complete an array of scales relating to specific Internet uses (gambling, sex, video watching, communication, information seeking, gaming, work, shopping) and generalised Internet use. The study determined that out of 378 participants just 29 showed symptoms of generalised Internet addiction, in contrast to 170 showing specific Internet addiction, prompting the authors to call for the distinction between the two. One of the biggest revelations for Internet addiction as a diagnosis came recently when the DSM-5 (2013) introduced a non-substance addiction for the first time in its history. Internet gaming disorder was added in Section 3 of the DSM-5 after careful review of over 250 publications in this area due to the significant amount of research in recent years and the consequences of the condition. Prior to the DSM-5, a substantial number of tests were used to examine Internet addiction, generating no clear diagnostic criteria. One of the more popular tests was proposed by Young (1998) in her original paper and known as the Internet Addiction Test (IAT). This scale added to the IADQ as it contained 20 items measured on a Likert scale. Its internal consistency has been examined amongst a variety of settings, most of which have proven to be positive (Widyanto McMurran, 2004). However, its factor structure has been inconsistently reported in different contexts challenging its original unidimen sional design (Lai et al., 2013). Through a systematic review of 68 epidemiological studies on Internet addiction, Kuss et al. (2014) reported that as many as twenty-one different scales were developed between the IAT in 1998 to the DSM-5 in 2013 in an attempt to examine an individual’s addiction to the Internet, each test with their own issues. Petry et al. (2014) discuss the inclusion of Internet gaming disorder in the DSM-5 by assembling international experts to achieve consensus about assessing this disorder in an array of contexts as defined by the nine criteria in the DSM-5. Pre-occupation refers to the individual thinking about gaming not only while playing but also while they are not playing. Withdrawal refers to particular symptoms that emerge when one is unable to initiate gaming, or when one is trying to withhold from gaming. Tolerance denotes that an individual feels the need to game for extended periods of time to feel sufficient excitement. The fourth criterion is unsuccessful attempts to stop or reduce gaming. A person with Internet gaming disorder may also protrude a loss of interest in other hobbies or activities. The individual may also continue to game excessively even though they are aware of the negative consequences that arise from this behaviour. Deception refers to lying about the extent of their time gaming to others. The penultimate criteria the authors discussed is using gaming as an escape or relief from a negative mood, such as feelings of anxiety, sadness or depression. A person with Internet gaming disorder may also jeopardise or lose valuable relationships, work opportunities or educational opportunities due to their attraction to gaming. For the DSM-5 to deem an individual with this disorder, they must meet five or more of the criteria discussed within the past year. However, as Internet gaming disorder is situated in Section 3 of the DSM, which contains emerging measures and models, and due to the relative newness of the field, much more research must be conducted to produce a definitive set of criteria. Of all specific Internet addictions, online gaming has arguably garnered the most attention to date from academics and researchers alike. Similar to the studies previously discussed, Rehbein and Mà ¶ÃƒÅ¸le (2013) set out to determine whether video game addiction specifically could be distinguished as its own diagnosis in contrast to being attached to Internet addiction as a whole. A range of relevant data was collected from a large sample of 4436 school participants on their video game and Internet usage patterns, along with questions related to their psychological wellbeing. The results determined that video game addiction and Internet addiction can very much be regarded as two distinct nosological entities, and it is important to do so, as there are supreme differences in the sociodemographic characteristics between the two groups. The authors found that males primarily made up the group of video game addicts, whereas females predominately found themselves in the Internet addicted group. Early in the lifespan of the Internet, Young (1998) found that users were drawn to real-time services such as internet relay chat (IRC) and multi-user domains (MUD). As technology is advanced, these amenities developed further into three-dimensional graphical representations in the form of online games. Massively multiplayer online role-playing games (MMORPGs) took the world by storm in the early 2000s through titles such as â€Å"Everquest†, where users were able to play out the life of a character in an online world with other players. Ng and Wiemer-Hastings (2005) investigated the different usages between MMORPG players and Non-MMORPG players by collecting anonymous surveys posted on various gaming forums. Interestingly, MMORPG players were seen to spend significantly more time investing in online gaming. However, the authors emphasise that these players cannot be classified as addicted as they display opposing characteristics to an addict, in that they do not seek self-con fidence from the game, would not be irritated if they spent extended periods of time without playing and would find fun elsewhere if MMORPGs did not exist. The authors suggest that MMORPG players have a different perspective on social life, or labelled as introverted by some, and chose to socialise through online gaming rather than in the real world. Comparable to the term itself, the symptoms of Internet addiction have been hotly debated since its proposal in the mid-1990’s (Valkenburg Peter, 2009). In the early years of Internet addiction, the predominant belief amongst researchers was that this disorder had a detrimental effect both psychologically and socially. This was demonstrated in a famous study by Kraut et al. (1998) where they analysed this very idea in a longitudinal study. Measures of Internet use were collected over a two-year period, and social and psychological well-being were measured through reliable self-reports by individuals who had never used the Internet prior. Like other studies at the time, Kraut et al. found that excessive use of the Internet was associated with increases in loneliness and depression and declines in social involvement Due to the increased accessibility of the Internet in a contemporary setting, many academics elude to the convoluted consequences of extreme Internet use in the modern day. Bessiere, Kiesler, Kraut and Boneva (2008) predicted, using previous hypotheses, that the way an individual uses the Internet will produce an increase or decrease in psychological and/or social well-being. A study similar to that of Kraut et al. (1998) was generated to decidedly distant results. Firstly, it was found that using the internet for things other than communication had no apparent consequences on well-being. Additionally, they found that using the Internet to communicate with family and friends actually had declining levels of depression. Whereas using the Internet as a means to interconnect with, and meet new people did induce increased levels of depression. Finally, the authors found that individuals with high levels of social support initially were more prone to negative social consequences in compar ison to those with low levels of social support. All aspects of Internet addiction are still up for debate. With the further protrusion of its presence in the everyday lives of more and more people, many studies have become invalid within a short period, making it problematic to keep up with the ever-changing landscape. Increased accessibility and affordability enable almost everybody the chance to be sucked in by the Internet, whereas in years gone past, especially in its inception, it was a more exclusive group. Perhaps this means that Internet addiction will become more widespread over the coming years, or contrastingly, the concept will die off due the normalisation of its overuse. As has been discussed throughout this review, many scales have been developed in an attempt to diagnose, and it is expected that much more will be established in the future as Internet use becomes increasingly prominent. It is evident that the distinction between generalised and specific Internet addiction needs to be entrenched to improve diagnoses, and this step has been taking with the introduction of the Internet Gaming Disorder in the DSM-5 (American Psychiatric Association, 2013). Much more research needs to be conducted within this field in the coming years to gain decisive conclusions. However researchers may be fighting a losing battle due to the Internet’s perpetual innovations.

Acheson and the lobster fiefs (or Cinner and customary marine tenure Assignment

Acheson and the lobster fiefs (or Cinner and customary marine tenure in the Indo-Pacific) - Assignment Example n resources imply that the members who share the resources have property rights over the particular resources, that competition and rivalry in the use of the resources exist and that this competition brings about the forced cooperation among the members to manage and sustain the resource. According to Seabright, the management of commons governs the usage, inclusion and exclusion criteria and the incentives associated with the use of the resources. Many factors, however, affect the management of commons (Seabright, 127). There is always the danger on unmanaged or poorly managed commons. Hardin, provides an analogy of a common pasture that is open to all, and have no herd size limitation. With every increase in the number of animals, the pasture becomes increasingly overgrazed to the extent that the nature has to take control. This is because each herdsman view an extra animal in his herd as a total profit to self and a shared negative effect to the environment (Hardin, 124). Marine commons are a common concern to the environmentalists and economics all over the world. The traditional resources managements and activities to limit the use of the marine resources have been extensively studied. Most studies indicate that the reef closure, gear restrictions, entry limitations and exclusiveness nave been used over time to control the use of the marine resources especially fishing (Cinner, 243). Cinner conducted an extensive study on the socioeconomic factors that affect the marine tenure in the Indo-pacific region. Using a sample of 21 isolated villages in this area, Cinner sought to identify how the community manages the use of the marine resources that they call their own and how this is affected by the socioeconomic factors of a particular community. He explores the localized community control of marine resources commonly known as customary marine tenure and the application and implementation of this in the selected communities. Customary Marine Tenure are the

Wheelchair Basketball Essay Example | Topics and Well Written Essays - 2500 words

Wheelchair Basketball - Essay Example The fact that these soldiers were recently paralyzed led to a lot of frustration and no outlet for them to channel their energy. As they began rehabilitation and searched for a physical outlet to relieve stress they decided what better than sports? (Schweiker: 1954) The soldiers began with sports such as ping-pong, catch and pool, then it went to bowling, volleyball and swimming, then to the more energy requiring sports such as water polo, touch-football, softball and basketball. Although several other sports have now been added, it was basketball that overshadowed the others in a few years time in overall popularity. In 1946, other historical documents reveal that the California Chapter of Paralyzed Veterans of America played the very first match of organized wheelchair basketball, two weeks prior to the New England Chapter. According to these facts, it thereafter spread across the nation to the VA hospitals in Chicago, Memphis, Boston, Richmond and New York. Not before long, the sp ort had spread across the border to the UK and to Canada as well. (Schweiker: 1954) By time 1948 rolled around, there were six teams in total in the United States. All were members of the PVA and all functioned from Veteran hospitals. This was the same year that the Birmingham, California team obtained a sponsored tour to travel by plane, and play other paraplegic teams across the nation. The immediate result of the first sponsored tour of the Birmingham Flying Wheels was the development of the first wheelchair basketball team outside of VA hospitals in Kansas City. The first ‘civilian’ hometown team was known as the Kansas City Wheelchair Bulldozers (later known as the City Rolling Pioneers). (Schweiker: 1954) In 1955, the Touring U.S. Pan Am Jets team was the first to bring wheelchair basketball to England, when they participated in the first international competition at Stoke Mandeville. (GBWA.org: 2011) Now, there are several teams throughout the United Stated, UK, and rest of the world. The first World Championships for Men, the G old Cup, took place in Bruges, Belgium in 1975, but has long since continued on thereafter. In the UK, The Great Britain Wheelchair Basketball Association governs wheelchair basketball. The GBWA is a registered charity and forms the representative body of wheelchair basketball in Northern Ireland, Scotland, Wales and England. Teams in the GBWA league consist of the RGK TCAT Rhinos, Sheffield Steelers, Teamside Owls, GLL Capital City Raiders, Essex Outlaws, Knights and Aces. However there are several more teams at different divisional levels. GBWA.org: 2011) Aside from the GBWA there is also the Welsh Wheelchair Basketball Association WWBA. The International Wheelchair Basketball Federation (IWBF) governs the sport itself. The height of the basket and the size of the court are the same as in the running version of the game (10 feet from the floor and 28mx 15m, respectively). The duration of for all international games is 40 minutes. In terms of eligibility, athletes using wheelchairs play wheelchair basketball, and whose disabilities might include lower limb amputations, paraplegia, polio and cerebral palsy. In general terms, any individual who cannot participate in stand-up running basketball as the direct result of an injury, disabling condition, etc. is eligible to play wheelchair basketball. It is important to note that not all participants in wheelchair basketball use a wheelchair for daily living. (Paralympics.org: 2011). Other important classifications to notice are the points rating system. Athletes in wheelchairs are classified by their physical

Does Third Cinema Still Exist or Has Already Died Essay

Does Third Cinema Still Exist or Has Already Died - Essay Example The term ‘Third Cinema’ was coined by in the 1960s by two filmmakers from Argentina: Fernando Solanas and Octavio Getino. In 1968, after jointly directing a film: La Hora de los Hornos (Hour of the Furnaces), Solanas and Getino wrote their manifesto known as hacia un tercer cine (towards a third cinema). There the authors had identified three categories of cinema: the First, the Second and the Third World Cinema. The Third Cinema is a form of opposition to the film making institutions of the dominating nations of the world. For this reason, it has also been described as ‘militant cinema’. The Third Cinema is defined by its director’s conception of the world. It is not determined by the genre of the film or any particular political viewpoint expressed by the cinema. This kind of cinema first flourished in the 1960s. This was precisely the time when many colonized countries were rising in protest in the form of their National Liberalization Struggle aga inst their western colonial powers. During this period, a group of film makers from the third world countries started making a new king of cinema. These were dynamic and politically stimulating films that represented the way of life and the political resistance in these less developed nations. Though these films were made on a variety of different themes, they were very different from contemporary western cinema. The directors of the Third Cinema wanted to provide expressions to the dissatisfied citizens of the third world countries who were already voicing their opinions on the economic and political exploitations of the western powers. Third Cinema provided the platform where people were allowed to argue, struggle and make experimental films which were a contrast to the usual entertaining cinema that was popular around the world. Solanos and Getino in their manifesto (1969) stated: â€Å"In the dependent countries, third cinema is a cinema of decolonization, which expresses the w ill to national liberation, anti-mythic, anti-racist, anti-bourgeois and popular†.              Ã‚  

Operations Management Essay Example | Topics and Well Written Essays - 2000 words - 1

Operations Management - Essay Example It is evident from the study that service and manufacturing supply chains share a lot more in common than the way they differ. In the process of delivering service products, manual processes that require human beings is involved. So, the solutions that use standardization and automation in improving operation efficiency in the service industry are less applicable. In addition to this, the labor intensive industries require more advanced scheduling systems so that they can coordinate effectively the prefaces of commonalities. The customers in the service industry play a great role in the delivery of services during the delivery process or even the service initiation process unlike in the manufacturing business. A good example is the electronic repair service. The involvement of customer delivery has an impact in service heterogeneity and impacts the service quality. The distinctive needs by the customers do change the content of each service product offered. As a result, it makes the service quality hard to measure and also monitor. The service which is provided by the service industries is often intangible for instance; education is one of the services. Intangibility leads to three issues: First, it’s difficult to score, secondly, it’s difficult to account for and thirdly, it’s difficult to identify suppliers. An intangible good as many believes can only be stored in books. This characteristic then shifts the focus of management from buffering by inventory to ensuring capacity flexibility and also managing capacity. One of the ways in which service procurement can better be controlled is by implementing a two-way match of the service receiving process. Here, the purchasing documents as well as the invoices are matched upon receiving and this process includes matching of the invoice, purchase order and shipping document in manufacturing. Unfortunately, in the service receiving process, counting of physical goods is a missing link. It becomes difficult in the start of the procurement process to identify the suppliers. The service buyer is not always sure of the specification of the service been procured. In addition to this, due to the intangibility of the service, you find that the service quality is very hard to measure (Andrew & Michael 2005). Simultaneity of production and consumption: Unlike in the case of the manufactured good, the services are created and consumed at the same time. You find that once the service has been created, there is no lead time in the middle to buffer against uncertainties. Combined with difficulties in storing these services, it isn’t surprising seen that a flexible capacity is vital to the success of a service supply chain (Andrew & Michael 2005). Customer supplier duality: A good example to explain duality is the electronic repair service. Here, you find that a customer supplies the malfunctioning electronics and in return,