Early Photography Essay Example for Free

Early Photography Essay Photography nowadays becomes an accessible form of hobby. The latest technology used for photography appears to be affordable for everybody who wants to pursue a skill in taking photos. Before the digital age, photography is known to be a pricey and a hard task to be an expert with but due to the accessibility that modern technology offer, photography is enjoyed by people coming from all walks of life. Capturing a real still-life image is the groundbreaking phenomenon that photography presented when it was created. The moment photography came to life; it opened an array of opportunities when it comes to media such as the television. Photography became established around early 1800s. The campaign for realism in any artistic endeavor flourished during the Renaissance period and the invention of photography was made out of that pursuit. Realism manifested in every form of art such as in sculpture, drawings, and paintings where the real-life images have been the goal of every artist to attain. Though photography has been established as a branch of art and science, capturing images was a subject of research during ancient civilizations such as in the time of the great Greek philosophers. Simple devices were developed in attempting to capture real images and as realism became an intense motivation in the arts and the study of science, the invention of photography contributed to various disciplines of its capability to capture real images. The invention of photography provided a whole new venue and easier way of capturing reality. Its popularity increased when sophisticated devices were further created and visual arts was taken into a different level. However, through the creation of photography, the interests to arts began to focus on taking real life pictures disregarding other forms of visual arts which were well-practiced before. Photography threatened painting and drawing because it brought the fullness and particularity of past reality alive in the present, a quality Benjamin calls the ‘spark of contingency. ’ The extension of industrial and mechanical means of reproduction to cultural products had a potentially transformatory impact on the traditional form of art. (Dant 115) This impact can be considered as the convenient use of cameras in photography. Unlike painting and drawing, producing does not take up so much time, inexpensive, and can be easily reproduced. Photography is indeed a breakthrough in the field of arts. It recorded the most important events in history with just one press of the shutter and reproduced and preserved throughout the years. Technology became an artist’s company in terms of executing his or her own concepts. Photography is a discipline of art which has been enhanced by modern technology. Without its invention, there would be no visual records of historical details which can be shown to the future generations. The photos generated by early photography served as a time machine to show what happened in the past. The preservation of such events like the two major World Wars became possible because of photography. Restoration and reproduction became easier and did not require lots of work, unlike with painting and drawings. Photography is an art. Just like painting and drawing, capturing the images from reality can be manipulated with usage of devices. In photography, to be able to achieve different results, natural light is the element in which it can be manipulated to be able to came up with an enhanced or various effects of a real image. The creative vision of the artist is the main tool for photography to consider as an art because the camera is just a tool and the settings are provided for the photographer’s use. This vision is being performed in photography in manually positioning of artificial and natural light and the object itself through the lens. The works of modern photographers such as Cindy Sherman became known for their photos where they determine the position of lights and the objects. Photography is a discipline where there are theories to follow but for it be called an art, it is highly dependent on the execution of the photographer. References Dant, T. (2003). Critical Social Theory. USA: Sage.

The Hellenistic Period In Greek Religion

The Hellenistic Period In Greek Religion The Hellenistic period, (from 323 B.C. to 30 B.C) refers to the time between the passing away of Alexander the Great and the growth of the Roman Empire under Augustus. This term Hellenistic in many occasions was used to create a distinction from the classical Hellenic period that preceded it. At this time of the three hundred years, the Greek culture was highly dominant in both the Middle East and the eastern Mediterranean. The Hellenistic religion particularly consisted of a variety of spiritual belief and practices of the people who existed at the time of the ancient influence of the Greek culture and the Roman Empire. Many years back, between 540 and 300BC during Alexanders Era, Greece exhibited unique characteristics in their architecture deigns, culture and tradition as well (Lockard 171). In the same period, Hellenistic age, Greek empire experienced the end of Alexanders era as Atigonus and Seleucustook over thus becoming the new rulers of the empire. However, these two leaders had their own specific territory to rule since Greece had been divided into several (three) parts (Martin 75). Greece, Macedonia and the near east constituted the three divided parts, which initially formed Greece previously ruled by the great Alexander. Antigonus controlled Greece and Macedonia, whereas, his counterpart, Seleucus, controlled the near east. These events had significant influence to Greeks economy, culture among other various aspects. However, our discussion will majorly concentrate on the culture of Greece during the historical period, Hellenistic age. During the period of Greek dominance, there existed a lifelong continuation of the Hellenistic religion. In essence, Greek gods and goddesses continued to be worshiped including the ancient rituals and practices that symbolized their spirituality. However, new religions from other nations and countries were adapted and brought change including the Egyptian gods such as Isis, the Syrian gods of Hadad and Atargatis provided a new dimension for those people in search of fulfillment in the present and afterlife. Despite the existence of these gods and goddesses, Hellenistic rulers were also commonly worshiped by people at this period. In Egypt for example, the ptolemies had taken up the worship of the pharaoh and established themselves everywhere as god kings. Some rulers even received the divine godly status in many parts of Greece (Mikalson 195). The socio economic and political turns that were occasioned due to Alexanders missions, the policies of his predecessors and wars brought massive changes to the religious cultures and traditions. The degree of these changes however, varied so much for Greeks living in the different cities and parts of the country. A good example was the Athenians who conventionally restored their old religious cults, festivals and a spiritual practice in the fifth century B.C.E. At the same period in Alexandria, there was a major contrast due to the clear heterogeneity of Greeks, Egyptians, the Jewish deities and the common religious practices in this multiethnic society (Mikalson 57). By design a the area had a mixed population of different cultures in the Greek world as all the residents and citizens of one city were never expected to worship in the same kind of sacrifices and festivals. As a result of religion bringing together these several nationalities to create a homogeneous city that is does not restrict religious policies of its rulers became possible. The changes attributed to Hellenistic Greek religion largely came from this religious multiculturalism in other metropolitan areas and Alexandria eventually affecting all other parts in Greek world. During the Hellenistic period the Greek religion had turned out to be a highly developed polytheism of a comprehensively anthropomorphic kind. The Greek gods were just merely male and females with normal human passions and sins but more powerful indeed but not so righteous than the people who worshiped them. The Greeks believed there was nothing lifeless about their gods, whether it is being portrayed by the chisel of the sculptors; to them they were warm, living and breathing human figures. However, there was no doubt in the moral quality in worship as it was regarded as a propitiation of risky tyrants. After the successful conquest of Alexander, the Greek culture spread like wild fire all over coming into closer contact with other civilizations in Egypt and the near East. Although the loss of independence of some Greek states to Macedonian rulers had a significant impact on their religion, the development of new philosophical systems never change their religion. There were instances of a decline in Hellenistic religion due to the discerning rise in atheism, skepticism and agnosticism and also an increase in superstitious beliefs, mysticism and astrology. The Greeks continued to worship the same gods giving similar sacrificial offerings, festivals and dedications as it was in the classical era. This period in the Hellenistic religion did not witness new religious practices as only minorities of Greeks were concerned with them (Fairbanks 121). Another key aspect of religion in the Hellenistic period was the institutions of cults that were dedicated to renowned rulers in the various Hellenistic Kingdoms. The initial cults were established under Alexanders rule whose power, stature and conquests had elevated him to a level the dictated special recognition. Many of his heirs extended his worship to the extent that in Egypt he was honored as god under Ptolemy Soter. Later on Ptolemys son declared his late father as god and went ahead to proclaiming himself as a living god and by doing so, made the Ptolemies adapted to earlier Egyptian concepts of worshiping Pharaoh. In some parts the practice varied since a ruler ended up receiving divine status and not full godly status. During 307 BCE in Athens, Demetrius and Monophthalmus were honored and respected as saviors for liberation of the city. As a result of these, alters were mounted and annual festival to mark the celebrations were founded including the introduction of the offic e the priest of the saviors. It was rare to find a temple being dedicated to rulers but in many occasions their statues were regularly erected in different temples and kings would end up being worshiped as sharing gods. Interestingly during the Hellenistic period the use of magic was evidently practiced as part of the religion of the time. Sanctuaries for witchcraft and oracular shrines were very popular including the use of charms and also incidences of casting cursing spells on others. Various symbols would be seen placed many house doors as a belief in bringing good luck or even prevent misfortunes for the occupants of the household (Fairbanks 234 ). Charms were designed and cut from precious stones and believed to carry protective power and sometimes were used to cast evil spells. There were also astrological beliefs that heavenly bodies like stars and planets had the capacity to influence a persons future, this arose commonly in Babylonia where it was specifically applied to a king or a nation. However, the Greeks in the Hellenistic age sophisticated this concept into an extremely complex system of Hellenistic astrology. During the Hellenistic era, worship generally consisted of sacrificial offerings of a number of domestic animals in holy alters that were accompanied by prayer and hymns. The worshipers would eat part of the sacrifice leaving the rest to be burnt for the purposes of appeasing the gods. The Greek authority extended into the field of religion as during the early times the ancient roman gods in most occasions were recognized with Greek gods. In addition, there were alternatives to religion that were presented in the Hellenistic philosophy the most common system being stoicism. This religious philosophical concept taught the beliefs about life as to live in accordance with the rational order which was believed to rule the entire universe (De Gruyter 207). It further explains that people must accept their fate in accordance to the divine will. There was also an extensive mythology in the Hellenistic Greek religion that consisted of a lot of stories about gods and goddesses and how they af fect the life of earthy beings especially humans. Even though many of the myths revolved around heroic actions most of them were recognized as part of religion in all times.

A Third Leg In The Strategy Tripod Commerce Essay

A Third Leg In The Strategy Tripod Commerce Essay In recent times strategy has become a major and significant part of international businesses (IB). A strategy is there to help the organisation to achieve its objectives and goals. There are various factors in the industry that multinationals can take to make investment decisions, nevertheless in the international business environment, it has been dominated by both industry and resource base views. A resource base view lies within the company and not on the outside, it also tells us how the company or organisation will deliver a sustainable competitive advantage and how these resources will be controlled and managed in a way that its end results cant be copied by its competitors and would create a competitive barrier and generate a competitive advantage at a sustainable level Porter 1980).An industry base view is based on a clear understanding of the organisations competitive and economic structure, the challenge here is to position the company in a way that it could gain a bigger po rtion of the profits in the market that the company is operating in and even with new entrants coming into the market place , the organisation should turn its core competencies in an advantage. According to the journal the authors (M.W.Peng, D.Y.L. Wang and Y. Jiang) state that the view of international business strategy emerged through and institution base. They also state that this one of the legs that support and uphold the tripod strategy, and the other two part of the tripod strategy is based on a resource base view and an industry base view. In the journal the authors did a review of four distinct characteristic s or qualities of important research , these four characteristics are :(1)antidumping as entry barriers;(2)competing in and out of India;(3)growing the firm in China and the fourth being governing the corporation in emerging economies. According to the authors they state that there were questions confronting the international business raised by (Peng 2004a), where he identified emerging nations in Asia to indicate a realistic and intermediate phase during the early and late stages of institution transitions. In the article the authors stats two arguments that is based on network strengths and network content. To determine strategy and performance the authors cite (Porters 1980) competitive strategy, which a frame works for industry analysis (Porters Five Force analysis). A third leg in the strategy tripod In the third leg of the strategy tripod the authors state that the industry-base view is rooted in a way the MNEs strategy is based on certain conditions within the nature of the industry that the company has a focus on. They (authors) also state that with a resource based view IB concentrate more internally that externally, as most of the value lies within the organisation. With both industry and resource-based views, it still brings up questions to investment locations. In the tripod strategy the authors cite (Scot 1995:33) where he define institutions as concrete structures , e.g. buildings and as human capital , including political and social aspects which they state , e.g.corruption,economic liberations and ethical norms , these are a few examples from the article that also affect the stability of markets that MNEs operate in. Research by (Lawrence Lorsch , 1969) clearly shows that the dominate part of research is a task environment view , where economic variables were looked at and what the market demand are and a change in technology.(Peng 2008) states that shaping strategies and performance have an impact on both formal and informal institutions. Antidumping as entry barriers Peng citing (Porter 1980) states one of the five forces that govern competitiveness within an industry is entry barriers. Within the IB environment entry barriers give rise to a new term known as liability of foreignness. Dumping is legally defined as an exporter selling goods below price abroad. Mexico is an active user of anti-dumping policy and they have initiated investigations against China. Anti-dumping is a contingent protection and is permitted by the WTO, the law is there to protect market price and minimum pricing protection is inconsistent with regards to anti-dumping legislation. The law was primarily used by four nations, USA, EU, Canada and Australia. During the period 1995-2000 South Africa had 173 anti-dumping investigations and 113 anti-dumping measures imposed, compared to USA with 354 and 219 and India with 400 and 302. In Australia, Customs is responsible for anti-dumping and the Department of Commercial Defence in Brazil and discrimination is also evident, whereb y cases are filled by local companies. Competing in and out of India (Dacin, Goodstein Scot, 2002) state that institutional logic is what shapes a companys strategy. Peng cites (Kapur Ramaurti, 2001) that Indian and non-Indian company strategies are affected by politics, societal and legal changes, also documented in the article is the rise of Indias information technology (IT) and there emergence as the 2nd largest player in the IT field behind the USA. The reason for the growth in India is due to government investing in higher education. Since 1991 India made major changes to its legal and regulatory reforms and this has liberalized the economy and made it a competitive market for IBs. Indian companies abroad are having issues with the local or host countries, where the western countries are passing laws to protect jobs and a ban on contracts to the Indian companies.(Lewin Peeters 2006) state that a lot of MNEs have invested in India because of the quality of work and the value created by the IT industry .MNEs that invested in India are Cisco , I BM , SAP and GE to mention a few , these MNEs also tap into the talent pool and with the arrival of so many MNEs in India , it has forced the local IT companies to be more competitive. Growing the firm in China Chinas growth started in 1978, it embarked on economic reform and prior to that everything was state controlled. The government liberalised foreign investment and trade and relaxed on prices. They invested by educating their workforce and industrial production. IMF research shows increase worker efficiencies are the major factors behind the growing economy, together with new factories , machinery for manufacturing and communications. (Peng Heath , 1996 ) did research that shows the local managers in China and the interpersonal networks has helped informal substitutes and has translated micro into macro , thus linking alliances to grow the company. According to (North, 1990) strategic choices are formed through networks of formal and informal structures, where he states the weakness come from formal institutions and informal institutions with governing relations play a bigger role in organisation strategies and performance. Governing the Corporate in Emerging Economies According to (Jensen Meckling 1976) the system used to govern developed economies is known as the Anglo-America system, they also state that conflicts by both the shareholder and managers are the key conflict issues.(Morck,2000:11)states that concentrated ownership is how most companies throughout the world is controlled. In emerging nations the authors raise issues where key conflicts are based on two principles and this is controlling and minority shareholders. Emerging nations that do not understand the nature of conflict policies in corporate governance becomes disastrous and irrelevant. In South Africa which is an emerging nation, directors are appointed from outside to assist the company in improving its performance. , e.g. Pick n Pay a south African company employed its CEO from the UK (Tesco) , Pick n Pay is a family owned company (90%) with a smaller interest from outside shareholders. IB in emerging economies have to focus on various things other than the companies capabilities and the nature of the business .IBs have to focus on the political aspect , as well as cultural and language. In South Africa they have to understand the countrys diverse race groups, religions and languages as the country has eleven official languages, as for China MNEs are operating on their door step via Hong Kong and with India now a leader in the IT field, the west must work together with both China and India so that capitalise on their resources. Industry-base view and resource-based view are there to maintain a tripod strategy, thus giving the opportunity to IBs to invest in foreign countries and to gain market share

The Estate Tax Essay -- Argumentative Persuasive Papers Politics

The Estate Tax Have you heard the phrase "No taxation without representation"? It was the common cry of the colonists before the revolutionary war. The colonists did not want to be taxed by England if they were not allowed to vote in the English elections. England’s refusal to allow them to vote was a major reason the colonists decided to create their own government. When this new government was first created it did not tax those people that were not allowed to vote. Then things changed; in 1916 the estate tax was created. (The estate tax is a levy that taxes deceased people’s estates if it is worth more than $675,00.) If one is to remain true to the American ideal of "no taxation without representation," the estate tax should be lifted. Dead people are not allowed to vote and, therefore, should not be taxed. Sadly many people no longer care what principles America was founded on. So I shall expound upon other reasons to repeal the "death" tax. The reasons being: it makes it difficult to pass on family farms, it taxes the dead, it has outlived its original purpose and it creates an obstacle for small businesses. It is true that tax exemption is allowed for the first $675,000 that is left by the deceased. Therefore, a repeal of the estate tax would be a tax break for those who many consider rich. It is also true that some money escapes taxation due to loopholes in the tax code. Thus making the estate tax a way to make sure that all the wealth involved in the estate is taxed at least once. It is also true that the estate tax brings in revenue for the Federal government. However, those who say that the repeal of the estate tax is a tax cut for the rich may not have considered that family farmers are considered rich as far ... ...al of the estate tax would be made up in other taxes. So what is being done about the oppressiveness of the estate tax and the projected benefits of its repeal? Well just this last session a repeal of the estate tax passed both the house and the senate and was subsequently vetoed by President Clinton. (Thomas) The bill then went back to the house for a vote to overrule President Clinton’s veto. The vote to overrule the veto lost by 13 votes. (Tax Bites) This proves that many of your congressmen and women are pulling for you. This also proves that some are not. Victory for family farms small business owners, and philanthropists is close at hand, but it can only happen if you write your congressman urging him to support legislation that will repeal the estate tax, and by making your voice heard by voting for people who already support the repeal of the estate tax.

Essay --

Lactic Acid had a pretty nasty reputation up until recently. It was thought to cause muscle fatigue and muscle cramps in not only ultra marathon runners and marathon runners, but in any sport. I had recently completed my first marathon and was worried about the lactic acid buildup more than anything. Around the sixteenth mile of the Atlantic City Marathon I felt the tiredness creeping up from my toes into my hips. Right away, I thought about lactic acid. Before doing the research for this paper, anything I knew about lactic acid was told to me by my high school cross country coach and my brother, who runs cross country and track for Lock Haven College. When my legs would get tired during training, I was told to lay on the floor with my legs up against the wall so the lactic acid would drain out of them. Who knew that everything I was told was a lie?! I know a lot of coaches that still believe that lactic acid is bad and refuse to give up on that fact, but without doing the research, they will never know the truth. When running long distances, the body uses two systems for energy: the aerobic and the anaerobic energy systems. The aerobic energy system uses oxygen in the process, while the anaerobic energy system does not use oxygen. According to the American Running Association, â€Å"ATP is a high-energy molecule and the main source of energy for muscle contractions. When we exercise aerobically, ATP is derived from the oxygen that we breathe in. Glucose and glycogen is nevertheless also required to convert this oxygen into energy. When the amount of ATP needed cannot be derived quickly enough with traditional oxygen intake and conversion to energy, the body then relies on the anaerobic energy system, which created as a byproduct, la... ...ned by the heart and the blood vessels. So if you carry on training a guy, you will not improve his aerobic capacity, but his performance will still improve because the lactate acid threshold is not limited by the cardiovascular system---it’s determined by the quality of the muscles. â€Å" This means that the more a runner’s muscles are adapted to this kind of running, the better they will be during a long run or ultra marathon (Cox). When I think about these men that have run ultra marathon after ultra marathon, it kind of inspires me to do one someday. After I think about it for a little bit though, I go back and remember what it felt like running 26.2 miles. I could never imagine what my legs and feet would feel like after running even 27 miles, let alone 50 or more. People like this are so inspirational and what ever they put their mind to, they can accomplish it.

Philosophical Analysis Essay

History of the School National College of Science & Technology (NCST) was born in the historic and progressive Municipality of Dasmarià ±as, Cavite, Philippines in 1998. As a brainchild of a 23-year-old visionary entrepreneur in the person of Emerson B. Atanacio, NCST has slowly yet steadily carved its niche in the fast growing and very competitive educational arena not only in the province but in the entire CALABARZON region. With an initial enrollment of 550 students in 1998, the school has now increased tenfold from its original number as it now has a total population of 5,000 students in its conventional programs. The school has been faithful in its mission to provide industry responsive graduates. Thus, in 2005, it ventured into its â€Å"first institutionally developed† course offerings: the Certificate in Manufacturing Technology and the Diploma in Production Technology. Both curricular programs are under the Dual Training System where students are being trained in two avenues of learning – the school and the industry. With an initial enrollment of only 18 students in 2005, it has increased to 1,592 in 2008 and 1,026 as of August 2009. The university town of Dasmarià ±as is an inland town located some 32 kilometres south of Manila, and 27 kilometres south of Tagaytay City. As a rapidly developing municipality, it is situated along the western industrial corridor of the Laguna de Bay basin. It has an area of 234 hectares comprising 6.4 percent of the total area of the province of Cavite. It is bounded in the north and west by General Trias, in the northeast by Imus and east by General Mariano Alvarez and Carmona and in the south by Silang. The National College of Science and Technology (NCST) is one of the leading educational institutions in the vast growing locality of Dasmarià ±as, Cavite. NCST has chosen Cavite as its place of birth due to its strategic location having numerous technology-based industries and companies operating in the different techno parks within the province, which is in cognizant with the institutional commitment of serving the youth of CALABARZON. With its considerable resources, NCST is continuously engaged in the research and development of new courses as well as the enhancement of existing curricula and the further improvement of its facilities to support the various program offerings. Close linkage with the different business and industrial sector has brought forth enhanced training programs where students are simultaneously exposed to both academic and actual work environments ensuring that upon their graduation, they are equipped with employable skills, work knowledge and proper attitude. The NCST Campus is located along the stretch of Emilio Aguinaldo Highway and near the Congressional Avenue East in the university town of Dasmarià ±as, which is a strategic location, and makes it accessible to all parts of the provence of Cavite and of Manila. The campus itself has a two building, 4-storey structure, with fifty-seven (57) classrooms inclusive of fifteen (15) laboratories, all of which are fully air-conditioned. In order to give the students the relevant training required in their respective fields of study, a special laboratory for each course is provided and which include a network of four hundred (400) computer systems and was the existence of five (5) servers that guarantees 1:1 student/computer ratio. Furthermore, Internet access in the World Wide Web is also provided in order to familiarize the student with the sophistication of the information superhighway. Skills development is constantly upgraded to meet the challenging demands of the future. As such, technology-based courses in NCST are equipped with state-of-the-art technical equipment as well as the backing of personnel with technological expertise who ensure that a well-rounded and comprehensive training program, and responds to the demands of the industry for quality and productivity. II Philosophical Analysis The National College of Science & Technology (NCST) systems envision to become one of the nation’s leading industry-based educational institution with campuses in key areas around the Philippines. NCST will be a top choice for human resources of every industry. NCST aims to become the institute for nation building, where student excellence is not an extraordinary achievement but a daily way of life. NCST, in response to the commercial and industrial sectors’ need of highly professional and skilled manpower, provides advanced technology and industry-based education, and sets standard of proficiency and competency compatible to the demands of industry, enduring positive work values, competitiveness and quality among its graduates. They aim to contribute to the national development by providing functional and relevant education thereby producing quality and responsible graduates with a strong foundation in character, faith, and love of country. Our graduates will become the change agents who will make a difference for this nation. We will produce professionals, leaders, entrepreneurs or skilled workforce who will become assets to the society and productive citizens of our country. MISSION NCST undertakes the responsibility of providing the country with quality graduates who are trained with industry-responsive knowledge and skills and founded with underpinning values of faith, love of country and humanity, hope, justice, mutual respect and peace. Their academic community accepts the challenge to work hard as a team in the spirit of excellence to ascertain that our vision and mission turn into glorious reality. Furthermore, NCST has its’ core values such as MAKADIYOS ,the foremost value that seeks to experience a lasting relationship with GOD. It inspires the people of NCST with courage, spirit and confidence through faith, love and commitment to God Almighty. MAKABAYAN, this value to kindle the nationalistic spirit of the people. Such aspiration gives the people of NCST a mission and a sense of dedication to work with the best of their skills and abilities by promoting science and technology for the advancement of the nation. MAPAGMALASAKIT , this value promotes understanding of the student’s welfare – the NCST’s primary concern by providing caring environment and amenities conductive to learning. MAY PAGKAKAISA , this value lies on the relationship arising from the common interest, purposes and responsibilities of the people. With this, the people of NCST think, feel and act together towards the attainment of the school’s mission. MAKAKALIKASAN , this value harbors on the ideal of NCST of having a high regard for the preservation and conversation of the country’s environment and natural resources. Having exposed to the mission, vision and core values of NCST, I could say that the institution adapted various philosophy. First and the most dominated philosophy is the Progressivism, a philosophical belief that argues that education must be based on the fact that humans are by nature social and learn best in real-life activities with other people, since NCST aims to become the institute for nation building, where student excellence is not an extraordinary achievement but a daily way of life. The curriculum used by the school are somewhat related or has resemblance with progressivism wherein teachers should not only emphasize drill and practice, but should expose learners to activities that relate to the real life situations of students, emphasizing ‘Learning by doing’. Progressivists emphasize the study of the natural and social sciences. Teacher should introduce students to new scientific, technological, and social developments. To expand the personal experience of learners, learning should be related to present community life. Believing that people learn best from what they consider most relevant to their lives, the curriculum should centre on the experiences, interests, and abilities of students. In NCST they not just study mathematics, literature, science but also courses that require students ability to apply what they learned in the four corners of the classroom to the world outside the school courses like their TESDA courses Certificate in Manufacturing Technology, Diploma in Production Technology, etc. In NCST, students are encouraged to interact with one another and develop social virtues such as cooperation and tolerance for different points of view. The core value of being MAKADIYOS is also related to idealism because in idealism, the aim of education is to discover and develop individual’s abilities and full moral excellence in order to better serve society. On the other hand, their core value of MAKAKALIKASAN shows that they also adapted the philosophy of Naturalism or the love for nature. III Conclusion/ Summary NCST is an institution that aims to provide the country with quality graduates who are trained with industry-responsive knowledge and skills and founded with underpinning values of faith, love of country and humanity, hope, justice, mutual respect and peace. The educational philosophy of this institution such as Values Formation, where in they aim to build the character of every individual and emphasize mutual respect, we put forth our belief in transforming ordinary students to become extraordinary is highly recommendable. Another thing that is good in this institution is their love for nature for they believe that it is our common responsibility to give environmental consciousness, care and protection. They believe that we are all responsible and should take our place in the ecological balance and management and be part of the solution instead of becoming the problem. We should inspire and influence our community in the implementation of our environment programs. Their program which offers courses that develops practical skills is now a key for the students to immediately be hired or have works after their graduation. They continuously aims to develop practical skill enhancement programs to sustain competitiveness among their graduates, creating an avenue of cooperation between the industry experts and the academic community in crafting a more relevant curriculum and more industry-relevant skills pertaining to the technical training requirements of our students. To sum this up, their Values is their heart, their Environmental Concern and Protection represents their Soul, Theoretical Foundation represents their Mind and Practical Skills represents their Body.

Does Violence in Cartoons Desensitize Young Children?

Does Violence in Cartoons Desensitize Young Children? A Critical View Donald Duck, Elmer Fud, Wiley Coyote, Tom/Jerry, Fred Flintstone, and Batman; are all loveable cartoon characters that exist in the cartoons children watch every day. Another thing these characters have in common is their general everyday violent behaviors. These behaviors send a subliminal message to children suppressing their moral restraint on basic assault toward each other. Violence in youth has been a rising topic, and continues to grow with more studies and research each year.Although people may blame many things, I believe the violence depicted as humor or the â€Å"super hero effect† in cartoons has a direct relation to the desensitization of violence in the American youth. Research has exposed that young children will imitate aggressive acts they see on television, and recreate those acts when playing with their friends. † Before age 4, children are unable to distinguish between fact and fant asy and may view violence as an ordinary occurrence. (Berensin) Through critical analysis I plan to examine the effects of violence in cartoons as well as the comedic perception and the super hero effect in order to determine if they relate partly or completely too violent behaviors of young children. Every argument has more than one perception, so I will also be examining some research suggesting that cartoon violence in fact does not affect developing children. Watch an old Looney Toon, if you have a choice, watch an episode of Elmer Fud chasing Bugs Bunny.To any viewer you see the humor in it; a bunny is jumping all over dodging this slow hunter, his terrible aim, and his shotgun that never needs to be reloaded. But the reality is this hunter is ferociously chasing this bunny literally just trying to kill it. Use the same reality comparison with the Roadrunner cartoons, the coyote is a predator chasing after his dinner and using every possible resource to complete it; yea he neve r catches his prey, but you can try and imagine the violent episode that would entail if he did.How about all the explosions and incredible distances the coyote deals with and never seems to die, that doesn’t send the right image. I’m not saying they should show death but not showing it can give children the idea that these acts won’t affect them and that they would also be able to walk away. Violence in cartoons has been around for a lot longer then we think, in fact there is more violence depicted in a cartoon, than in live action dramas or comedies (Potter and Warren 1998). In a sense, children see more violence during a Saturday morning than a Friday night.Although this is a pretty strong convincing argument there is always another perspective. For example, the violence in cartoons yes is more frequent, but it isn’t as strong as it is on prime time TV. Bam Bam hitting someone on the head with his mallet compared to a short rape scene in Law and order, pretty big difference. Many cartoons show characters dying but the way it is perceived it’s considered funny. Prime time television shows murder depicted in a pretty real state with no joke or laughing afterwards. In 2007, Kremar and Hight found that preschoolers who watched an action cartoon or super-hero image, as opposed to young children who watched neutral video clips or animated characters, were more likely to create aggressive story endings†(An Opposing View). These conclusions brought about the idea that aggression may be related to aggressive behavior. How does the outcome television violence usually end in destructive behavior? That brings us to another form of cartoon violence, the super hero effect. By super hero I mean super hero cartoons; Batman, Superman, Spiderman, transformers etc.All these cartoons depict violence without the comedic effect but instead with a real life scenario. â€Å"Heroes are violent, and, as such, are rewarded for their behavior. They become role models for youth. It is â€Å"cool† to carry an automatic weapon and use it to knock off the â€Å"bad guys. † The typical scenario of using violence for a righteous cause may translate in daily life into a justification for using violence to retaliate against perceived victimizers† (Berensin) Everyone sees Batman beating up the Joker and instead of being worried or concerned, they’re cheering.They’re hoping that the hero will win the fight. Batman is showing how he solves his conflicts with violence rather than reason and debate. The good guys against the villains, and just because it’s usually the good buy beating up the bad guy, it’s still a form of violence that can be subconsciously affecting them. Kids could be going to school and argue who stepped into line first; next thing you know they’re pushing and shoving over it, then throwing punches, imitating their favorite super heroes.In an extreme example; a ten year old boy from Everett, Washington died in 2008 imitating a stunt him and their friends saw on a popular cartoon, Naruto. Naruto has this ability to dig himself into sand and breathe through a straw. The children thinking they could execute this like Naruto came to an unexpected and very sad conclusion. Those children lost a close friend that could have possibly been avoided had they been educated on the diversity of animation and reality.This brings us to another problem with super heroes on television, which is the characters, no matter how much damage or violence they receive, continue to remain unharmed and alive. When in reality if any human being actually received any pain like they are, they obviously would not be alive. Superman surviving a hailstorm of bullets is the best example that comes to mind. Yvette Middleton and Sandra Vanterpool wrote an essay; TV Cartoons: Do Children Think They Are Real? , regarding whether children can differentiate between what is real and what is fantasy in cartoons, as well as how they respond to them.On page five of their essay they go on to say; â€Å"When our young children watch cartoons with these types of violence, they start to visualize themselves as their favorite cartoon character and decide that if they are that character, they won’t be harmed if they get shot of run over by the bad guy† It’s when the child imitates these characters that they could be seriously hurt or hurt someone else. A parent’s duty comes into play when they sit down with the child and explain what happens scene by scene. Something a child sees on television isn’t necessarily bad seeing it once or twice.After those first two a parent could explain what scenes send a bad message. Instead the child watches time and time again, each time desensitizing their moral defense, eventually leading to frequent violent behavior. For example; every time a child sees a violent act they first see it as bad. As time progresses and they see more and more, the child begins to simply absorb the message as if it were an everyday occurrence. They may come to see violence as a fact of life and, over time, lose their ability to understand the difference between right and wrong. It’s at that point that it becomes a problem.Eugene V Beresin, the Director of Child and Adolescent Psychiatry at Massachusetts General Hospital, wrote an article for the American Academy of Child & Adolescent Psychiatry. â€Å"Today 99% of homes have televisions. In fact, more families have televisions than telephones. Over half of all children have a television set in their bedrooms†¦children watch approximately 28 hours of television a week, more time than they spend in school. † That’s four hours an average day, that’s a sixth of their lives. That’s plenty of time for the children to withhold the messages they get from violent cartoons.Children can recognize and recall these even ts because they laugh afterwards and think of it as a tolerable way to respond to someone’s actions. Televised violence and the inhabitance of televisions in American households have increased steadily over the years. Beresin continues on to say â€Å"The typical American child will view more than 200,000 acts of violence, including more than 16,000 murders before age 18. Television programs display 812 violent acts per hour; children's programming, particularly cartoons, displays up to 20 violent acts hourly. Now hopefully a young child is only watching cartoons and not a police or crime show. But four hours a day with twenty violent acts hourly, that’s eighty violent acts scene daily. That can put a toll on a developing child’s moral psych. With every argument there are two sides. As I mentioned previously there are other perceptions and different cultural views on cartoon violence. I came across an article by Fran Blumberg, Kristen Bierwirth, and Allison Sch wartz, titled; Does Cartoon Violence Beget Aggressive Behavior in Real Life?An Opposing View. The ladies explain; â€Å"Despite increased realism in animation over time, most preschoolers still recognize cartoon programs as â€Å"make-believe†, and can differentiate cartoon characters engaged in life-like activities from those engaged in pretend activities. † Basically what they’re getting at is that children have the ability to realize that cartoons are not real, know that the violence is only animated, and understand that it is wrong. To prove anything is wrong people always rely on the science of it.V Mathews was one of the authors who composed the article, Media violence liked to concentration, published in the Journal of Computer Assisted Tomography. Mathews confirms â€Å"Neurological evidence of a link between exposure to violence on television and brain functioning. Speci? cally, non-aggressive children who had been exposed to high levels of media viole nce showed less activity in the frontal cortex, that area of the brain linked to attention and self-control. † Non-aggressive children who already had a grip on what was morally right and wrong I would assume were the ones used. So they weren’t children who were brand new to violence.Also there is a slight hole in the study. It was measured directly after the children watched the violent cartoons, and not over a long period of time, which is what we’re dealing with. A study taken by Yvette Middleton and Sandra Vanterpool surveyed twenty-three third graders from the Fordham section of the Bronx. â€Å"We asked them fourteen questions based on the amount of time they spent watching cartoons, the types of cartoons they watch and their opinions on whether cartoons are real or not. † (Middleton and Vanterpool) 87% of the students surveyed said they watch cartoons before school, after school, and while doing their homework.If that wasn’t enough, 86% of th e students watch cartoons before bed. With twenty-five to thirty violent acts an hour (Middleton and Vanterpool) that is a lot of negative information that child is absorbing. The ladies continue their results; â€Å"78% of the students said they watch cartoons with a sibling or fiend. 17% of the students said that they watch cartoons by themselves, but only 4% said that they watch cartoons with a parent† (Middleton and Vanterpool) Only four percent of third graders watch cartoons with their parents.Now that is just not high enough. With cartoon violence becoming a rising problem parents need to stop using the television as a babysitter and know what their children are watching. On the subject of the students’ favorite cartoon, Rugrats was chosen as the top favorite, a quite non-violent Nickelodeon Cartoon. Second was Pokemon, a cartoon involving people using different animals/pets and pitting them against each other to settle their differences, definitely violent.The third was Dragon Ball Z, an extremely violent anime involving numerous characters always fighting each other for control, also chosen as the most popular action cartoon as well as the top favorite if they were limited to one cartoon a day (Middleton and Vanterpool). When asked about Dragon Ball Z the results told us:â€Å"43% said that they enjoy watching the characters fight, 26% said that they like to see characters shoot other characters and 30% also enjoyed seeing characters being blown up, bloodied, or stabbed † (Middleton and Vanterpool).That is discouraging; this is a television show that children should not be watching. If these are the thoughts that go through their mind while watching, think about what they think of when they aren’t watching. When Middleton and Vantepool surveyed the children about the reality of the violence, â€Å"56% said that they were real and 43% felt they were not real. † That is not a good statistic, over half of the class thou ght that the characters were real. These are fictional people who literally destroy each other and third grade children think they are real. 86% agreed they come back to life to start the action all over again, whereas 13% felt a character remains dead and is never seen again. † That is a large amount of children who are uneducated on the subject of death. But from another perspective, they are just children and more than likely can’t comprehend death, and they are just going off what they see in the show. Some interesting information came up when the children were asked what they think happens to real people die. â€Å"47% said the person goes to heaven, 47% said the person goes to hell, and 4% said the person goes under the ground and comes back as a flower. (Middleton and Vantepool) So you can see how these are still children and aren’t mature enough to understand what is really happening in a cartoon. This again just brings up the parenting aspect. In the 20 04 Conference on Interaction and Design and Children, an article was published about preschoolers moral judgments and their distinctions between realistic and cartoon-fantasy transgressions. M. Peters and F. C. Blumberg explained in good detail about a study they conducted using three and four year old children.They examined how the children reacted to pictures of both factual human and animated moral transgressions including; hitting, pushing, stealing, and failing to share. (Peters and Blumberg) â€Å"The children [then] were asked to indicate the extent to which the transgressions merited punishment and if so, how severe. They also were asked to justify this assessment. We found that preschoolers negatively evaluated all moral transgressions, both realistic and cartoon (Peters and Blumberg). † Again the problem arises with the short amount of exposure time.Although since they were three and four years old I would assume that they had been watching cartoons for an already l ong time. Peters and Blumberg continue to review their findings â€Å"When perceiving the magnitude of the transgression, children viewed physical harm as more egregious than that of psychological harm. Speci? cally, hitting was seen as more harmful to others and as deserving of greater punishment than failing to share. † This meant that children do retain some information pertaining to their morals while they’re progressing as children. They were able to realize what was more ethical and correct.What was really interesting was how the preschoolers judged cartoon infringement as more harmful than the realistic human transgressions. â€Å"Because cartoons are characterized by exaggerated facial expressions and body actions, these characteristics may have in? uenced the children’s perceptions of the cartoon transgressions as ‘‘bad. ’’ (Peters and Blumberg)† With that information we can think about how much those characteristics act ually come into play in the maturing stages of a child’s life. The message could be more of a learning experience for them instead of pro violence advice.Children could be using these cartoons as an example for instances in the future. It’s absolutely possible that children would use these when faced with a real life issues and fix the situation without using violence. Writing this paper has been an eye opener for me. At the beginning I was on the side against cartoon violence, agreeing that it does make children more violent in nature. But after all the research I did I am now on the fence with the situation. It can desensitize the children but also help them to learn what is right and what is wrong.Ultimately the parent comes into the play the most. I wouldn’t agree that sitting you child in front of the television is a bad idea, but what programs the children watch should be monitored. Also, using the television as a baby sitter is not a recommended idea. Chi ldren love cartoons, I know I still do, and there is no reason they have to stop watching them, but Mom and Dad should make sure what is happening in these cartoons is put into context for the child. So the child can differentiate and decide for themselves the difference between cartoon animation and reality.Beresin, Eugene V, M. D. â€Å"The Impact of Media Violence on Children and Adolescents: Opportunities for Clinical Interventions. † American Academy of Child ; Adolescent Psychiatry. Web. 11 May 2010. http://www. aacap. org/cs/root/developmentor Blumberg, Fran, Kristen Bierwirth, and Allison Schwartz. â€Å"Does Cartoon Violence Beget Aggressive Behavior in Real Life? An Opposing View. †Ã‚  Early Childhood Education Journal  Oct. 2008: 101+. Education Research Complete. Web. 1 Apr. 2012. Mathews, V. P. , Kronenberger, W. G. , Wang, Y. , Lurito, J. T. , Lowe, M. J. , ; Dunn, D.W. (2005). Media violence linked to concentration, self-control. Journal of Computer As sisted Tomography, 29, 287–292. Middleton, Yvette; Vanterpool, Sandra â€Å"TV Cartoons: Do Children Think They Are Real? † Reports-Research. Web Published 1999 http://www. eric. ed. gov. ezproxy. lib. uwm. edu/PDFS/ED437207. pdf Peters, K. M. , ; Blumberg, F. C. (2004). Preschoolers’ moral judgments: Distinctions between realistic and cartoon-fantasy transgressions. Proceedings of the 2004 Conference on Interaction Design and Children: Building a Community (pp. 131–132). New York: ACM