Crime patterns Essay

Short Answer Questions: 1) What do sociologists mean when they describe deviance as being relative? Provide an example of a deviant behavior and identify how it is relative. Deviance is relative because of a number of factors. These factors include: location, age, social status, and individual societies that do not conform to social norms. Deviance deals with situations in everyday life and that is what makes deviance relative to sociologists. An example of this type of behavior is â€Å"A person speaking loudly during a church service would probably be considered deviant, whereas a person speaking loudly at a party would not. Society generally regards taking the life of another person to be a deviant act, but during wartime, killing another person is not considered deviant† (Sparknotes.com, 2014). This is relative because it is relating to the persons involved in the situation and their surroundings. 2) What are deviant places, and how are they associated with deviant acts? Deviant places are places that sustain deviant acts. These could be old buildings, poverty-stricken neighborhoods, or largely-populated areas. These places create certain stresses and could cause these behaviors. For example areas with a lot of poverty are usually areas with the highest crime rate. This stress leads to stealing, drugs, etc. , 3) Sociologists detail the importance of contextual and social patterns for deviant acts such as abuse, murder, and rape. Choose from abuse, murder, and rape, and then detail an important social pattern or variation. 4) Compare and contrast two different types of suicide, providing an example of each. Essay: What are the fundamental differences between the biological, psychological, and sociological theories of deviance? Choose a sociological theory from your readings and provide a summary of its important ideas and concepts. Then choose a deviant act and utilize the theory to explain why people engage in such behaviors.

A Natural and Privatized life Essay

Haruki Murakami, a Japanese writer of short story, The Year of Spaghetti. The depiction of Murakami’s stories with point-of-view narratives provides certain distinctiveness to the characters, depending on how the dialogue is conveyed. The abstract things the narrator says and does provide the idea of human isolation with little feelings of fear. Although the story has no definitive plot, it grabs hold of conflicting emotions between fear and loneliness. The unnamed protagonist in The Year of Spaghetti, illustrates the meaning of loneliness through naturalization and privatization. According to the Article, Murakami Haruki and the Naturalization of Modernity, â€Å"Privatization is the process that makes naturalization possible.† (Cassegard 87) The first paragraph of Haruki’s story, The Year of Spaghetti, already shows how alone and private his life it. He says, â€Å"I cooked spaghetti to live, and lived to cook spaghetti.† (pg. 178) It already seems as if his mind is made up for the rest of his life. That he has found his life’s calling to cook spaghetti every day and every night. That is what is natural to him. Naturalization means, â€Å"that one has grown used to an environment that was once shocking.† (Cassegard 83) Nothing really phases him, however, he could not have reached naturalization without having privatization occur first. Privatization is: The process whereby individuals â€Å"become used† to solitude, or—to be more precise—their instinctual needs and fundamental impulses become channeled in such a way that their gratification is made less dependent on relations to other people. The term does not imply that human interaction decreases, but stands for the subjective process whereby such interactions become less important as sources of gratification for individuals. (Cassegard 87) This explains how the protagonist in this story can be conveyed as someone who is lonely, hurt, and avoiding the rest of the world, but could actually just be content with life. Privatization explains that the interactions with other people are not necessarily something he is bad at or is avoiding, but  just has less interest in it. The story then goes on to how the protagonist’s phone rang and how he could barely even recognize the fact that someone was calling him. This was due to the fact that he does not call nor get calls regularly. This is a shock to the protagonist because he was not expecting anyone to call or talk to him. As he answered the phone it was his friend’s ex girlfriend and by the sound of her voice he already knew she needed some kind of help. He then says to himself, â€Å"whatever trouble was brewing I knew I didn’t want to get involved.† (Murakami 180) Before even knowing what the girl’s problem was he already knew he did not want any part of it. This is part of his privatized life. According to Cassegard, â€Å"Their peace of mind is paid for by loneliness.† (pg. 87) Cassegard is trying to say that Murakami’s protagonist likes being alone and therefore, knows, getting involved in any type of way with this girl or anyone else for that matter will interfere with him being alone. He is so use to his everyday life of buying different types of spaghetti every week, cooking it in his, â€Å"huge aluminum cooking pot, big enough to bathe a German shepard in.† (Murakami 178), then eating it all by himself. Perhaps the German shepard is also a symbol of loneliness because this is all he did in 1971. He did it everyday and that is what he sees as normal. He kept his life privatized like this and that is why nothing is a shock to him, because it is natural to him. The protagonist’s tone in the story sounds content with subtle undertones of fear. It is like the spaghetti has some type of deeper meaning in accordance to his loneliness. When explaining how spaghetti is cooked a specific type of way he also mentions more than once how he must eat it alone. He even says he expects to be alone, and him subconsciously thinking people are at his door proves how lonely he really is. The protagonist says: Every time I sat down to a plate of spaghetti- especially on a rainy afternoon- I had the distinct feeling that somebody was about to knock on my door. The person who I imagined was about to visit me was different each time. Sometimes it was a stranger, sometimes someone I knew. Once, it was a girl with slim legs whom I’d dated in high school, and once it was myself, from a few years back, come to pay a visit. Another time, it was none other than William Holden,  with Jennifer Jones on his arm. (Murakami 179) Although he may be content and satisfied with being alone, you can still tell how lonely he really is by his actions. Whenever, he eats spaghetti alone he imagines people coming to visit. He especially imagines people up when it is a rainy day. The rain symbolizes the mood of sadness and loneliness, therefore, especially on rainy days he would doze off. The protagonist in the story shows his loneliness because he has to daydream of random people that are visiting him but do not actually come inside. According to Cassegard, â€Å"Few things are as striking in the protagonists of Murakami as their loneliness, even when they are with other people.† (p. 83) Cassegard is saying that Murakami’s protagonists are always perceived to be lonely even when interacting with others. For example, when the protagonist in The Year of Spaghetti is talking to the girl on the phone, he makes up a lie so that he can hang up with her because he does not want to speak or help her with her problem of needing to contact her ex boyfriend, the protagonist’s friend because he owes her a sum of money. He is not happy to have a phone call because he likes to be alone, so therefore, he lies about cooking spaghetti just to cut the conversation off. After he lies he thinks to himself, â€Å" I lied. I had no idea why I said that. But that lie was already a part of me- so much so that, at that moment at least, it didn’t feel like a lie at all. (Murakami 181) That line can make us idealize the fact that he has been cooking spaghetti for the purpose of a lie that has turned true. Him cooking spaghetti symbolizes his way of privatization. Eating spaghetti provides allusion to the idea of a tangled relationship that he is avoiding with anyone, especially the girl he was speaking on the phone to. His constant rejection to the world has lead him imagining a pot with water, on his stove, and an imaginary match. (Murakami) This collectively provides the constant isolated relationship between him and his world. Murakami is a different kind of Japanese writer. He adapted his writing style from the Western side. DiConsiglo says, â€Å"Growing up, he dreamed of America. He read American detective novels, and listened to American music  on the radio. Even the defining moment in his life was distinctly American. At age 29, while watching a baseball game, he suddenly realized he wanted to be a writer.† (pg. 1) Murakami then says, â€Å"Writing in Japan for Japanese people is in a particular style, very stiff. If you are a Japanese novelist you have to write that way,† Murakami has said. â€Å"But I am different in my style. I guess I’m seeking a new style for Japanese readership, and I think I have gained ground. Things are changing now.† (DiConsiglio) Murakami was always teased for the way he writes. He was a disgrace to the older Japanese people because of the way he wrote. Japanese people would tease Americans and call them names like batakusai, which literally means, â€Å"stinking of butter.† (DiConsiglio 1) Murakami has been different from everyone else as he group up because of his interests and that is possibly why his characters in the stories he writes are so lonely, privatized, but also natural. His characters in the stories never seem to be shocked by anything because they accept everything as they are. They do not have any desire to figure out or question why certain things are the way they are. The characters just exist neither happy nor sad. And that is how the protagonist in Murakami’s story The Year of Spaghetti is like. His character shows not much emotion to anything else except his love for spaghetti and his few day dreams of random imaginary people. That is really lonely but does not seem to shock the protagonist nor phase him, because as said, t hat is what is natural to him. (DiConsiglio) In conclusion, the point of view narration has emphasized the point that gives his stories uniqueness and relatable aesthetic. It’s tone helps a reader to understand the author and protagonist’s ideas of privatization from the world that became natural to him. It is only then the symbolism of spaghetti provides a greater and deeper meaning to why the protagonist acts in the certain way that he does- a privatized and natural life. Works Cited Cassegard, Carl. â€Å"Murakami Haruki And The Naturalization Of Modernity.† International Journal Of Japanese Sociology 10.1 (2001): 80-92. Academic Search Premier. Web. 25 Sept. 2014. DiConsiglio, John. â€Å"Haruki Murakami Stinks.† Literary Cavalcade 51.4 (1999): 15. Academic Search Premier. Web. 25 Sept. 2014. Murakami, Haruki. â€Å"The Year of Spaghetti.† (2005): 178-83. Web.

Marketing Essay Example | Topics and Well Written Essays - 750 words - 5

Marketing - Essay Example This marketing phenomenon of grouping the people is known as Market Segmentation. When speaking about market segmentation, the primary step before the segmentation takes place is determination of needs of the customers for which an extensive market research is essential. When one identifies the needs, masses then come under segregation into groups. In particular, segmentation can be based on various forms, out of which gender, price and interests are few of immense importance. Segmentation plays a prime role in facilitating the manufacturer to build the product to satisfy the demands of customers. If the segmentation is done efficiently, it will help in achieving huge gains compared to the budget set for marketing that will eventually result in success of the company (Croft, pp. 66-72, 1994). In addition, â€Å"the basis for market segmentation depends upon the type of product that a company is offering and may vary for business and individual customers. Segmentation can be possible in accordance to geography, demography, psychograph and behaviour, and the variables such as climate, region, population and population density come under geographic segmentation† (Cahill, pp. 35-59, 2006). ... 25-95, 1994) of the population; for example, standards of restaurants are set considering the financial statuses of the people. Individuals are also grouped depending on their lifestyles, attitudes, values, interests and activities (Weinstein, pp. 25-95, 1994) are a part of psychographic segmentation. It also refers to the hobbies and activities individuals are involved in their leisure time. In particular, behavioural segmentation comprise of usage rate, benefits sought and degree of loyalty/loyalty rate. This can be well explained via an example of mobile phone; people not only use this technology for its principal use that is to make calls but also use it as a device for entertainment and other features (Weinstein, pp. 25-95, 1994). With reference to the market segmentation and portraying a particular product for a group of individuals brought together, one of the important products that is of high importance in this era of technology is â€Å"A BlackBerry mobile phone†. Ac cording to some of the research studies, it has been an observation that this hi-tech versatile phone with a wide variety of applications in it has traditionally and explicitly been designed for business people who needed technology that could even work with wireless connectivity or internet connectivity whenever needed. Therefore, the demographic market segment should include the individuals of business community aging from 30 years to 50 years. The target audience with reference to geographical segmentation would include the developed countries like U.K. where the technology is of growing demand (Croft, pp. 75-83, 1994). Initially, it was not a common cellular phone but due to the recent popularity of the phone through its colourful applications and access to more social

Internationalization Theories Essay Example | Topics and Well Written Essays - 3000 words

Internationalization Theories - Essay Example Due to the generality of the OLI, the theory has been limited to the task of explaining particular types of foreign behaviors or production of specific enterprises, unless there is an application of the framework to a specific predefined context. As opposed to other theories, OLI is specific to particular contexts of application, especially in its configuration that is likely to differ in different regions, firms, countries, industries, or in the value-added practices. On the other hand, the OLI application is most likely to rely on Foreign Direct Investment (FDI) motivators (Demos, Fragkiskos and Marina, 2004). The primary assumption of the OLI is that the FDI returns, and thus the entirety of FDI, may be explained using three factors. They include: the firm’s ownership advantage ‘O’, which indicates who produces abroad, as well as other types of international activities; internationalization advantage ‘I’; and the location advantage (L), which gives reasons for   firms   to take part in FDI as opposed to licensing the foreign companies to make use of their proprietary assets (Adner and Kapoor, 2010).For the firm to effectively compete within a foreign location, it must have particular ownership advantages, which are also referred to as monopolistic or competitive advantages, which compensate for the extra costs incurred during the setting up of its operations in the foreign country, which are not faced by the producers from within the country (Desbordes, 2007).

Assignment in Micro economics Essay Example | Topics and Well Written Essays - 750 words - 2

Assignment in Micro economics - Essay Example In micro economics, both individuals and firms make choices on how to use limited economic resources to meet their consumption and production factions respectively (Armstrong, Kervenoael and Read, 1998). Graph of relationship between the three situations above, Where MR=Marginal Revenue, AR=Average Revenue and MC=Marginal Cost. The output is represented by Q while price by P. A monopoly may want to reduce out put from Q1=17.5units to Q3=25units so that he can sell at a higher price P3=$35 (Asian Development Bank, 2002). However, economies of scale substitution may arise leading to a shift in marginal cost from MC1 to MC2 (Pirayoff, 2004).This shift may cause an increase in monopolist out put from Q1=17.5 Units to Q2=40 units. Leading to a decrease in price from a competitive price to a lower price P2=$30 despite the availability of a monopoly price =$35 (Brakman and Heijdra, 2004). (b)A gardener states that for only $1 in seeds, she has been able to grow over $20 produce-enormous profits. Do you agree or disagree with her/ explain. Yes I agree with her because if she was operating in a monopolistic competition, it is possible to earn enormous profits in the short run as shown in the diagram below (Garner and Short, K2009). Based on computations, it can be scrutinized that, a fraction of 50 Sam Adam bear: 50bowls of clam chowder will maximize Kerry’s Utility which occurs as a result of consumption between Pints of Adam Samuel bear and bowls of Legal Seafood’s famous clam cbowder (Frank, and Bernanke, 2003). Armstrong, H, De Kervenoael, R, Li, X, & Read, R 1998, A comparison of the economic performance of different micro-states, and between micro-states and.., World Development, 26, 4, p. 639, Academic Search Premier, EBSCOhost, viewed 4 December 2012. Garner, T, and Short, K 2009, Accounting for owner-occupied dwelling services: Aggregates and distributions, Journal Of Housing Economics, 18, 3, pp. 233-248, Academic Search Premier, EBSCOhost, viewed 4

(GC Instrument Experiment) Determination of Ethanol Concentration in Lab Report

(GC Instrument Experiment) Determination of Ethanol Concentration in Biological Fluids using Gas Chromatography - Lab Report Example The BAC level in all 50 states of the US is set by law at 0.08% w/v a value, which is much higher in comparison to other countries. Other countries have BAC limits of 0.03% w/v or even less (International Center for Alcohol Policies). The use of gas-liquid chromatography in the modern science has eliminated the complex nature of the matrix affecting the analysis of ethanol in blood previously (Jones and Pounder 12). The sample size employed in gas-liquid chromatography is also small hence making the method convenient for analysis of small samples. In gas chromatography, the gaseous mobile phase, which is referred to as the carrier gas, conveys the analyte in the column (Harris 528). Mostly, inert gas such as helium and nitrogen are used as mobile phase while non-polar liquids such as polyethylene glycol can be used as stationary liquid phase (Harris 528). Separation is founded on the dispersal of the analytes between the mobile and stationary phases. The analyte concentration in the gas phase affects its elution since high analyte concentration means more time is spent in the mobile phase as well as the stationary phase (Colin 19). Short analysis time and high precision make it a method of choice. A comparison between flame ionization detectors (FID) and electron capture detectors (ECD) shows that FIDs are highly sensitive to almost all organic compounds, have a wide linear response range that surpasses 107, have low maintenance requirements and are less expensive to acquire and operate compared to ECDs (Harris 543). Five ethanol standards were prepared in a 20 mL gas-tight vial by mixing ca. 0.5% w/w ethanol and ca. 0.5% w/w of tert-butanol in water. The table below summarizes the preparation. tert-Butanol was used as the internal standard. A Shimadzu 14A GC with a flame ionization detector was used. Polyethylene glycol was used as the stationary phase, and the column temperature

Labor Unions and Their Impact on the Economy Essay

Labor Unions and Their Impact on the Economy - Essay Example The state employees are not happy with the proposal of the governor that they would have to make a contribution of 5.8 % of their salary towards schemes of pension along with the payment of 12.6 % of their insurance premiums for health.In this section of the research paper, various arguments in support of the union’s protest will be presented. 2.1 â€Å"Wisconsin Governor is Against the Worker’s Rights†- Protest in MadisonOn February 15, 2011, the public employees, community supporters and union activists in a number of more than 15,000 jammed at the Capitol Square in Madison for protesting the governor’s plan to band the rights of the workers and demolish jobs of the middle-class community of the society. The governor denied making any changes in his plans and has mentioned that if the bill is not passed by the state legislature, he would compel massive layoffs along with hampering of state services and thus would cost several jobs.According to a highway worker and member of AFSCME, the attack on the worker’s rights is a part of the budget plan of the governor. The move of the governor has been demonstrated as a way of political business that is interested in taking the rights away from the people. The appeal of a few protestors is such that they are in complete support to the governor’s activities for balancing the budget but not at the sake of the worker’s rights, as evident from the views of a retired Communications Workers of America member. The protestors mentioned that the governor was imparting the bad effects of a budget bill by setting up such a policy that would take away the general rights of the people (American Federation of State, County and Municipal Employees,

RTI^2 - Position Paper - Response to Intervention in Tennessee Schools Assignment

RTI^2 - Position Paper - Response to Intervention in Tennessee Schools - Assignment Example lem-solving model for addressing diverse student needs through high quality interventions and instructions tailored to student outcomes- learning rate and performance level (TN Core, 2013). It identifies students having particular learning disability thus requiring special education from students with normal abilities. It identifies such students using a three-tier approach. In this paper, I support the use of Response to Intervention in Tennessee schools. First, I am in favor of the comprehensive resolution of the student qualification for participation in the model. The tiered instructions of the model help to minimize probability of false positives, that is, it precisely identifies the true student victims of special needs excluding those students who appear disabled when actually they are not. In this way, it will minimize the resources directed at addressing the disability problem in academics with the saved resourced being used to address other challenges facing the education sector or any other sector of the economy. It also save the parents and families of the students who would have been wrongly identified with special learning needs from psychological suffering resulting from empathizing with their child. More so, it reduces the work load of practitioners administering the model’s assessment instructions. Second, I support Response to Intervention model because of its early intercession to the problem of special needs as this enables the school provide effective and comprehensive support to the students identified with such challenge. I believe the science research-based and high quality interventions used are more reliable as they are thoroughly tested and approved before their adoption thereby purging risks of undesired negative effects in their usage (Fucks and Fuchs, 2005). Basing on the individual performance levels and learning rates help to address the root cause of the problem as every student has unique causes for poor academic performance

Alternative Methods in Justice Essay Example | Topics and Well Written Essays - 1500 words

Alternative Methods in Justice - Essay Example y will attempt to analyze why it is better for offenders such as pharmaceutical companies to be punished in a way other than incarceration and payment of fines. It will also suggest alternative methods of punishments for drug companies who willfully harm society. Moreover, it will attempt to explain why non-incarceration is a much better way in dealing with this kind of criminality. In February 2009, â€Å"U.S. District Judge Jack T. Camp fined Hi-Tech Pharmaceuticals CEO Jared Wheat $50,000 and ordered him, the company and other individual defendants to forfeit $3 million in proceeds from selling knockoff prescription drugs over the internet.† (Rothman, C., 2009) Apparently they were producing generic versions of drugs similar to Viagra in their facility in Belize and selling them online without need for prescriptions. A jury also found former InterMune Inc. CEO W. Scott Harkonen guilty of health care fraud. (Levine, D., 2009) InterMune, Inc. is a biotechnology company focused on developing and commercializing innovative therapies in pulmonology and hepatology. (Corporate Overview, n.d.) It seems â€Å"under Harkonen’s direction, InterMune marketed and sold Actimmune to treat IPF, a fatal disease, despite the fact that the drug was not approved by the Food and Drug Administration (FDA) as a safe and effective treatment.† (Former Intermune, 2008) In 2005, â€Å"Patrick Lais, then CEO of York Pharmaceuticals Inc., was sentenced to federal prison for distributing substandard aspirin in 2000 and 2001.† (Kansas City†¦ 2005) The common punishment for these two crimes had been huge fines and incarceration. Given the effect of these crimes to the lives of their consumers, CEOs of pharmaceutical companies who intentionally harm the public should receive other forms of punishment than monstrous fines and jail time. They are rich. They can pay the fines. If they behave nicely in jail, they may get a parole. Through all these, their customers are still suffering and may or

Single parenting households Essay Example for Free

Single parenting households Essay Single-parent families in todays society have their share of daily struggles and long-term disadvantages. The issues of expensive day care, shortage of quality time with children, balance of work and home duties, and economic struggle are among the seemingly endless problems these families must solve. As a subject for my photographic essay, I illustrate the concept of the single-family and their corresponding struggles with daily life. As many single-parent households are female-headed, their economic burden is much greater than that of a single-father family. This issue results from the fact that single women typically do not earn the same income as a single man; thus, there is a consequent economic struggle not experienced in the single-father household. An offshoot of this economic struggle is the balance of work and family duties. Single mothers often must work overtime shifts to compensate for the low salaries, thus taking time away from their children and other domestic chores. This results in a child that is home alone, without adult supervision, or placed in a daycare service for up to 8-10 hours per day. Government subsidized daycare is not yet a realized dream, and many single mothers pay large fees for this service. Also included in this essay is an illustration of the perspectives on child adjustment following a divorce. The photographs incorporate the parental loss, parental adjustment, parental conflict and economic hardships outlined in Newman and Grauerholz (2002). I expect my finished essay to evoke a well-founded respect for single-parent households and enhance a general understanding of the circumstances inherent therein. Two parents are always better than one according to the parental loss perspective. In a two-earner family, one parent may be able to stay at home with the children. But in a single-parent family, the parent rarely has the option of staying home to care for children full-time. Finding affordable, available childcare is likely to be a challenge. According to the parental conflict perspective, children suffer from witnessing spousal abuse. The parental adjustment perspective suggests that children in single parent families suffer because their parents have difficulty adjusting and functioning. According to the economic hardship perspective, children suffer from lower incomes more common among* single-parent families. Children in single-mother households are especially vulnerable because women tend to earn lower pay.

Moving Object Detection Video Images Using Matlab Computer Science Essay

Moving Object Detection Video Images Using Matlab Computer Science Essay Moving object detection is an important research topic of computer vision and video processing areas. Detection of moving objects In video streams is the first relevant step of information extraction in many computer vision applications.. This paper puts forward an improved background subtraction of moving object detection of fixed camera condition. Then combining the adaptive background subtraction with symmetrical differencing obtains the integrity foreground image. Using chromaticity difference to eliminate the shadow of the moving target, effectively distinguishes moving shadow and moving target. The results show that the algorithm could quickly establish the background model and detect integrity moving target rapidly. Moving object detection is an important part of digital image processing techniques and it is the base of the many following sophisticated processing task such as target recognition and tracking, target classification, behavior understanding and analysis .Aside from the intrinsic usefulness of being able to segment video streams into moving and background components, detecting moving objects provides a focus of attention for recognition, classification and activity analysis. The technology has a wide application prospect such as smart monitor, autonomous navigation, human computer interaction, virtual reality and so on. This paper studies the method of obtaining the data of moving object from video images by background extraction. Object detection requires two steps: background extraction and object extraction. Moving object detection needs static background image. Since each frame of video image has moving object then background extraction is necessary. Each frame image subtracting the background image can get the moving object image. This is object extraction. Then the moving object detection can be achieved. This paper firstly introduces two moving object detection algorithms of fixed scenes frame difference method and moving edge method and analyzes their advantages and disadvantages, and then presents a new algorithm based on them, lastly gives the experimental results and analysis Background extraction of moving object Background extraction means that the background, the static scene, is extracted from the video image. Because the camera is fixed, each pixel of the image has a corresponding background value which is basically fixed over a period of time. Well known issues in background extraction include 1)Light changes: background model should adapt to gradual illumination changes. 2)Moving background: background model should include changing background that is not of interest for visual surveillance such as moving trees 3) Cast shadows: the background model should include the shadow cast by the moving objects that apparently behaves itself moving in order to have a more accurate detection of moving object shape. 4)Bootstrapping: the background model should be properly setup even in absence of a complete and static training set at the beginning of the segment 5) Camouflage: moving objects should be detected even if their chromatic features are similar to those of thebackground model. . Calculation of consecutive frames subtraction The method utilizes current two frames or the differences between the current frame and its previous frame to extract a motion region. In this paper, we adopt its improvement methods namely symmetrical differencing, that means image differences of the three current frames. This method can remove effects of unveiling background which is caused by motion, accurately obtain contour of moving targets. In the conventional background subtraction method, a fixed reference background model for the intended surveillance area is constructed in advance. The conventional background subtraction method extracts moving targets based on the difference between the current image and the reference background model. It works well for applications in controlled environments, in which a constant illumination scenario can be achieved artificially. However, for other visual tracking applications such as traffic monitoring and security/surveillance, the illumination conditions change over time so that a fixed reference background model is not realistic and may eventually lead to a detection failure. Consequently, construction and maintenance of a reliable and accurate reference background model is crucial in background subtraction based motion detection approaches. Figure 1 algorithm for background subtraction Typical moving object detection algorithms Frame difference method To detect moving object in the surveillance video captured by immobile camera, the simplest method is the frame difference method for the reason that it has great detection speed, can be implemented on hardware easily and has been used widely. While detecting moving object by frame difference method, in the difference image, the unchanged part is eliminated while the changed part remains. This change is caused by movement or noise, so it calls for a binary process upon the difference image to distinguish the moving objects and noise. Connected component labeling is also needed to acquire the smallest rectangle containing the moving objects. The noise is assumed as Gaussian white noise in calculating the threshold of the binary process. According to the theory of statistics, there is hardly any pixel which has dispersion more than 3 times of standard deviation. Thus the threshold is calculated as following: T â‚ ¬Ã‚ ½Ã¢â€š ¬Ã‚  u â‚ ¬Ã‚ «Ã¢â€š ¬Ã‚  3 ¶ While u is the mean of the difference image  ¶ â‚ ¬Ã‚  is the standard deviation of the difference image. The flow chart of the detecting process by frame method is shown in fig 2 Fig 2 Frame Differencing Method Moving edge method Difference image can be regarded as time gradient, while edge image is space gradient. Moving edge can be defined by the logic AND operation of difference image and the edge image . The advantage of frame difference method is its small calculation, and the disadvantage is that it is sensitive to the noise. If the objects do not move but the brightness of the background changes, the results of frame difference methods may be not accurate enough. Since the edge has no relation with the brightness, moving edge method can overcome the disadvantage of frame difference method. The flow chart of the detecting process by moving edge method is shown in fig 3 Fig 3. Moving edge method Improved Moving object detection algorithm based on frame difference and edge detection Moving edge method can effectively suppress the noise caused by light, but it still has some misjudgments to some other noise. This paper proposes an improved algorithm based on frame difference and edge detection. Upon analysis, the method has better noise suppression and higher detection accuracy. 1. Algorithm introduction The flow chart of the detection process by using the method based on frame difference and edge detection presented in this paper Fig 4. Improved Algorithm The steps of new algorithm presented in this paper are as follows. (1) Get edge images Ek-1 and Ek by edge detection with two continuous frames Fk-1 and Fk by using Canny edge detector. (2) Get edge difference image Dk by difference between Ek and Ek-1. (3) Divide edge difference image Dk into some certain small blocks and count the number of non-zero pixels in the block, and recorded it as Sk. (4) If Sk is larger than the threshold, mark the block is a moving area, otherwise it is a static area. Let 1 presents moving area and 0 presents static area, we can get a matrix M. (5) Do connected components labeling to M, and remove the connected components that are too small. (6) Get the smallest rectangles containing the moving objects. The algorithm has improved both the object Segmentation and object locating. .2 Object segmentation Object segmentation is to divide the image into moving area and static area. The algorithm presented in this paper will get the edge images first,then difference them to get the edge difference image. In thefinal image we get, the pixel value of background area equal to 0 and pixel value of the edge of movingobjects equal to 1. Now we will compare the difference between our algorithm and moving edge method (1) In moving edge method, assume two continuous frames are Fk-1 and Fk, background is B, moving objects are Mk-1 and Mk, and independent white noise is Nk-1 and Nk for two frames each. Then we can have So we can get the difference between two frames: Use Canny edge detection with frames Fk. We can get edge image Ek. Then we can get the result: EMk, ENk are edge images caused by Mk and Nk each. Define signal noise ratio is While SEM is the number of edges caused by moving objects, and SEN is the number of edges caused by noise. Then we know the SNR of the moving edge method is (2) In our method, we first get edge images by edge detector: Then by difference we get Since in the practical system, the difference between two edge images is absolute value of the difference value and the edges of two images are not the same when the objects are moving So actually in the edge difference image we can have the sum of the edges of two frames. Because the noise is independent and two frames are dependent with each other, we can have The SNR in our algorithm is It shows that the SNR in our algorithm is less than the moving edge method. Our method will work more efficiently. 3..Detection of moving cast shadows To prevent the moving shadows being misclassified as moving objects or parts of moving objects, this paper represents an explicit method of detection of moving cast shadows on a dominating scene background. These shadows are generated by objects between a light source and the background. Moving cast shadows cause a frame difference between two succeeding images of a monocular video image sequence. For shadow detection these frame differences are detected and classified into regions covered and regions uncovered by a moving shadow. The detection and classification assume plane background and a non negligible size and intensity of light sources. A cast shadow is detected by temporal integration of the covered background regions while subtracting the covered background regions. The shadow detection method is integrated into an algorithm for 2D shape estimation of moving objects. The extended segmentation algorithm compensates first apparent camera motion. then a spatially adaptive relax ation scheme estimates a change detection mask for two consecutive images. An object mask is derived from the change detection mask by elimination of changes due to background uncovered by moving objects and the elimination of changes due to background covered or uncovered by moving cast shadows. Experimental results and analysis In this paper, an improved moving object detection algorithm based on frame difference and edge detection is brought forward The operating environment is Windows XP. Programming environment is Matlab 8.0. Size of the sequence image is 640ÃÆ'-480. Partial stimulation results are as follows. From the results we can see that the improved moving object detection algorithm based on frame difference and edge detection has much greater recognition rate and higher detection speed than several classical algorithms. This algorithm will appear individual false under more complicated background.There is still room for improvement. V. Conclusion This paper presents an improved moving object detection algorithm based on frame difference and edge detection. This method not only retains the small calculation from frame difference method and the impregnability of light from edge detection method, but also improves in noise restraining. Meanwhile, it divides the image to small blocks to do connected component labeling, significantly speeding up the detection. Experimental results show that the algorithm has great recognition rate, high speed, and will be a good candidate for practical systems Acknowledgment I would like to thank my guide Prof.(Dr).A.P.Dhande the constant encouragement assistance he provided me at every stage of the preparation of this paper. I am very grateful to Mr.Mahesh Khadtare for his valuable suggestions and help during this paper implementation. .

Reflection Paper on Heard Around the Common -- Education Teacher Essay

Reflection Paper on â€Å"Heard Around the Common† I had a variety of goals for taking â€Å"Designing and Producing Media for Education.† First, I wanted to learn theories of multimedia design, specifically for educational purposes, and then have the opportunity to immediately apply those learnings to a hands-on production process. Second, I wanted the chance to interact with other educational media designers, such as Harvard’s TIE students. While there are many designers and media theorists at MIT, I don’t have as many opportunities to interact with those interested in education. I feel that in addition to â€Å"learning by doing,† it is also beneficial to learn by closely observing others’ production processes and creative development, and receiving feedback from engaged peers. Third, I wanted to sharpen and expand upon my production skills. I have a stronger background in video production and editing and less experience with web technologies like Flash and Dreamweaver. Finally, I was excited to test out one approach for how we can use multimedia to better educate people to become critical thinkers, evaluators, and decision-makers. I am very interested in how we can use media and emerging technologies, such as handhelds or PDAs (personal digital assistants), to enhance and encourage the learning of critical thinking of history. I wanted to experiment with how we can best design a multimedia program for a handheld that encourages the critical thinking of history, specifically, that a) multiple perspectives on history are valid and should be considered and b) each person interprets history from their present position and sociocultural context. I am intrigued by the inclusion of multiple perspectives and diverse interpretations ... ...o develop either instructions or materials that can support reflective activities once the PDA tour is over. This means encouraging the participants to discuss the various perspectives they experienced. I had hoped to build the interactive games and to create the status bar where the participant collects items. Most immediately, I would like to propose my idea and present my prototype to the Lexington Historical Society. Finally, I want to continue to work on my Flash skills and using Flash to make the journey more interactive, creative, engaging, fun, informative, and valuable. I want to accentuate and augment the experience of students with the town of Lexington and its rich history. I see my coursework in â€Å"Designing and Producing Media for Education† as the beginning of a journey, and I hope that I can continue to share my project with you in its various stages. Reflection Paper on Heard Around the Common -- Education Teacher Essay Reflection Paper on â€Å"Heard Around the Common† I had a variety of goals for taking â€Å"Designing and Producing Media for Education.† First, I wanted to learn theories of multimedia design, specifically for educational purposes, and then have the opportunity to immediately apply those learnings to a hands-on production process. Second, I wanted the chance to interact with other educational media designers, such as Harvard’s TIE students. While there are many designers and media theorists at MIT, I don’t have as many opportunities to interact with those interested in education. I feel that in addition to â€Å"learning by doing,† it is also beneficial to learn by closely observing others’ production processes and creative development, and receiving feedback from engaged peers. Third, I wanted to sharpen and expand upon my production skills. I have a stronger background in video production and editing and less experience with web technologies like Flash and Dreamweaver. Finally, I was excited to test out one approach for how we can use multimedia to better educate people to become critical thinkers, evaluators, and decision-makers. I am very interested in how we can use media and emerging technologies, such as handhelds or PDAs (personal digital assistants), to enhance and encourage the learning of critical thinking of history. I wanted to experiment with how we can best design a multimedia program for a handheld that encourages the critical thinking of history, specifically, that a) multiple perspectives on history are valid and should be considered and b) each person interprets history from their present position and sociocultural context. I am intrigued by the inclusion of multiple perspectives and diverse interpretations ... ...o develop either instructions or materials that can support reflective activities once the PDA tour is over. This means encouraging the participants to discuss the various perspectives they experienced. I had hoped to build the interactive games and to create the status bar where the participant collects items. Most immediately, I would like to propose my idea and present my prototype to the Lexington Historical Society. Finally, I want to continue to work on my Flash skills and using Flash to make the journey more interactive, creative, engaging, fun, informative, and valuable. I want to accentuate and augment the experience of students with the town of Lexington and its rich history. I see my coursework in â€Å"Designing and Producing Media for Education† as the beginning of a journey, and I hope that I can continue to share my project with you in its various stages.

The Free Will of Macbeth Essay -- Macbeth essays

The Free Will of Macbeth      Ã‚   Destiny "Destiny is not a matter of chance, it is a matter of choice; it is not a thing to be waited for, it is a thing to be achieved." (William Jennings Bryan) Are we in control of our own destiny, our own fate, or are our lives really already planned and mapped out for us? Does Macbeth willfully choose evil in order to achieve his "destiny"? Or, is his "destiny" doomed by the witches' prophecies? Macbeth may not have made any of his same choices, if the three Weird sisters hadn't come to him. In Shakespeare's play Macbeth, Macbeth is no pawn of fate. Although Macbeth was destined to become king, the path he chose to take to achieve his aspiration of obtaining the throne was of his own free will. Macbeth knew exactly what he was doing in order to attain his destiny of becoming king. Although Macbeth was skeptical about the witches' predictions he later learned as the play progressed that destiny truly determined his future.    The prophecy of the witches was that Macbeth would become king. Nowhere did the witches predict the following events in Macbeth's life before he reached the throne. The prophecy of Macbeth becoming Thane of Cawdor had already come true, enhancing Macbeth's aspirations of becoming king. The second prophecy would certainly come true for him, but he has to choose how to get there. Macbeth was destined for the throne, however obtaining that destiny was completely up to him. Killing Duncan seemed to be the only way for him, even though he knew it was wrong. Macbeth was well-aware his actions were immoral and unjust, and he continued with the murders anyway. He contemplates the reasons for why it would be wrong to kill Duncan, showing he could have ... ...rely different way if he had not already been told his future. The witches could have very well enhanced Macbeth's desires he had held up inside him, causing him to make such evil and terrible choices. Macbeth believed that there was a destiny, for he was so threatened by Banquo's destiny of being father to a whole line of kings, that he had Banquo murdered. As the play progressed, Macbeth learned that his destiny ultimately forms his future.    All Macbeth's actions were choices to attain his destiny, but they were nonetheless choices of his own free will. Macbeth was destined to become king; however, destiny doesn't come along with the choices made to achieve that destiny. Macbeth knew what he was doing.    Work Cited Shakespeare, William.   Tragedy of Macbeth . Ed. Barbara Mowat and Paul  Ã‚   Warstine. New York: Washington Press, 1992.  Ã‚  Ã‚  

A Critical Discussion of Blaise Pascals The Wager Essay -- Pascal Go

A Critical Discussion of Blaise Pascal's The Wager   Ã‚  Ã‚  Ã‚  In the gambling world bets are made based on odds, the probability or likelihood that something would happen. In the court of law, cases are decided upon by the weight of evidence presented by the respective parties. The common link between these general scenarios is that decisions are made based on some outside evidential factor. The more probable something is likely to happen, or the more evidence presented in favor or opposed to something, the greater the tendency that a decision will coincide with that probability or evidence. This kind of logic has also been used when arguing about the existence of God. It has been argued that God’s existence is necessary based on the logic that it is neither contingent not impossible and therefore must exist; it has also been argued that the presence of evil in the world is evidence enough that God, or at least God as we make Him out to be, does not exist. The decisions that people a make about their personal relationship with the being that has been dubbed â€Å"God† is usually based on this kind of criteria. But what if someone were to make a decision concerning God’s existence without having any evidence to sway us, how would that someone choose? This problem is addressed by Blaise Pascal in his essay entitled The Wager. Pascal argues that the only rational choice to make about the existence of God with no evidence would be to believe that He does. The following pages of this essay will be a critical analysis and also critique of Pascal’s argument, for it is the argument of the author of this paper that a sincere decision would be impossible under these circumstances and without evidence we would not be able to make a rational choice concerning the issue of God’s existence.   Ã‚  Ã‚  Ã‚  Ã‚  Before the discussion is started let me first clarify some terminology is order to make my argument more clear. In my thesis statement I offered the premise that when given to the criteria put forth by Pascal that a sincere decision about belief in God would be impossible. By sincere decision I mean a decision that you can evaluate and reevaluate against anything that claims the opposite and still be able to hold to it. If you have a belief based on a decision that stems from no evidence then you have nothing to evaluate it by, so that belief cannot be sincere, it is merely a blind ch... ... of someone else. If you choose to change your actions, you will only change in a way that still lets you hold to your belief, a belief that has shown to be beneficial based on evidence not on some yet to be seen reward.   Ã‚  Ã‚  Ã‚  Ã‚  To close this paper and stop the what could be a continuous rant against Pascal, it is pretty obvious that the issue of God, his existence, and whether or not we should believe will forever be a perennial issue. Pascal, Aquinas, James, or even myself can write essays until we run out of paper and printer ink, but the only thing that would accomplish is further add to the already ample confusion and conflict on this issue. Although Pascal offers a very simple reason of why we should believe in God, it is all to simple. And while I offer nothing but criticisms for his argument, I cannot myself offer a more sound argument that would less susceptible to the same kinds of criticisms I just wrote concerning The Wager. Works Cited 1. Pascal, Blaise. â€Å"The Wager: Philosophy of Religion Selected Readings.   Ã‚  Ã‚  Ã‚  Ã‚  Oxford University Press, 1996: New York, New York. 2. Holy Bible. Book of James Chapter 1, Verse 12; First Corinthians Chapter 10   Ã‚  Ã‚  Ã‚  Ã‚  Verse 13.

The Characteristics Of Adult Learners Education Essay

Adult pupils in the procedure of ELT construct the particular group of people socially accepted as mature and who are in a learning procedure. Education of grownups has long been perceived as different from instruction of kids in both theory and pattern. The field of big instruction was pioneered by Malcom Knowles who claimed that andragogy should be distinguished from teaching method. Andragogy consists of larning schemes focused on grownups while teaching method is concerned on kids. Knowles ‘ theory of andragogy is an effort to develop a theory specifically for grownup acquisition. Adults bring life experience and a degree of adulthood into the schoolroom that kids and striplings do non. Probably the individual most of import concern for the instructor of grownups is a thorough apprehension of the scholar. Through such an apprehension it is possible to direct your learning to the specific demands and involvements of the grownup. Adults are autonomous and expect to take duty for determinations. Adult larning plans must suit this cardinal facet. In practical footings, it means that direction for grownups demands to concentrate more on the procedure and less on the content being taught. It is of import to utilize schemes such as function playing, simulations, undertaking work and treatments rather frequently because they are most utile for big pupils who are job -centred, goal- oriented and practical. Teacher adopts a function of facilitator or resource instead than lector or grader. Furthermore, another facet of grownup instruction is motive because merely when pupils are motivated they can larn. The best manner is to heighten studentsA? ground for larning. Teachers must be after their motivation scheme which is considered to be successful if it includes demoing grownup pupils the relationship between developing an expected publicity. Finally, we do non hold to bury another built-in portion of grownups larning which proper feedback is. We should cognize when and have to give feedback because good feedback is one of the basic wagess of acquisition. Teaching English to grownups is different from learning kids and teens and involves a considerable sum of planning and accomplishment to do it apprehensible and adaptable to all scholars.1. Features of Adult LearnersCompared to kids and teens, grownups have particular demands and demands as scholars. Adults are people who have the position of adulthood in their ain and other peopleA?s eyes, but in the instruction procedure they come in the low-level place of the scholars. It could be really hard at the beginning and it depends on persons how to cover with this state of affairs. A batch of grownups can go dying because they are so disquieted about traveling back to school and are afraid of their failure and may believe that they are unable to larn. â€Å" The struggle is that as grownups we already have certain well-developed thoughts about life along with our ain system of thoughts and beliefs. To acknowledge that we need to larn something new is to acknowledge that there is something incorrect with our present system. â€Å"[ 1 ] On the other manus, they have outlook about the acquisition procedure and they are able to accept duty for their ain acquisition. They are independent and self – directed, they are non dependent on other people for way. Adults as scholars are goal-oriented and results-oriented. They normally know what end they want to accomplish and they besides have specific consequences in head for instruction. They must see a ground why to larn something. Learning has to be valuable for them ; it should be related to their demands and eventually suit to their work. In other words, grownups seek instruction which is appropriate for their current lives. They are practical and are focused on the facets of the lessons ; it means they want to cognize how the lessons will be utile to them on the occupation. We must non bury that grownups have a batch of experience and a wealth of cognition and they expect to be treated consequently. They require larning that makes sense and is connected to their cognition and experience. They can be critical of learning methods ; they will non execute a learning activity merely because the instructor said to make it. Furthermore, we can anticipate that grownups are more disciplined that some kids and adolescents and are able to prolong a degree of motive. Compared to kids, grownups have more developed abstract idea ; it means we have to take appropriate activities adapted to utilize their minds to larn consciously. To sum it up, there are a batch of specific characteristics of grownup scholars which we have to bear in head in the procedure of learning. Compared to kids and adolescents, grownups have particular demands and demands as scholars. Of class, these are generalisations and there can look some exclusions in each group of scholars.2. Learner DifferencesAll pupils have different rational abilities. They think and learn otherwise. Learner differences are related to different thought manners and larning manners of pupils. Some of them use more than one manner, but by and large each individual has a preferable manner. We can separate brooding minds, originative minds, practical minds and conceptual minds. Brooding minds perceive new information subjectively, associate it to past experience and analyze their feelings about larning. On the contrary, originative minds like to play with new information, really frequently ask â€Å" why? † and make their ain solutions. Practical minds need factual information and attempt to happen the simplest and besides efficient manner to make something. In other words, they want to use their new accomplishments to their occupation. The last group consists of conceptual minds who are interested in how things work, non merely in the concluding result. They like seeing images and want to cognize the related constructs.[ 2 ] Equally of import are larning manners. Students normally tend to one acquisition manner because they associate it with larning success. There are three general larning manners: ocular, audile, and kinesthetic. Ocular scholars process new information when they can see it. They like artworks, illustrations, diagrams, images and presentations. Their slogan is â€Å" Show me. â€Å" Auditory scholars rely on sounds and voices ; they remember new information when it is spoken. They love talks and treatments. Their slogan is â€Å" Tell me. † Kinesthetic scholars need to make something to understand it. They want to touch the new information or manipulate it. They prefer written assignments, taking notes and scrutiny of objects. Their slogan is â€Å" Let me make it. †3. Motivation for Adult LearningMotivation is some sort of internal thrust which pushes person to make things in order to accomplish something. A cognitive position of motive includes factors such as the deman d for geographic expedition, activity, stimulation, new cognition and self-importance sweetening. Students come to education for many grounds. All grounds are acceptable because any motive is better than none. Unless you are motivated, you will non and can non larn. Most big pupils are at the schoolroom because they want to be. There are called â€Å" want to † scholars. Some of them are at that place because they need it for their occupation. They are â€Å" have to † scholars. There are a batch of motive factors. Some of the most common are: Promotion- depends on go throughing an test or making a class. Personal promotion – people want to acquire higher position at work. Social relationships – people want to do new friends. Escape/Stimulation – people want to avoid ennui, larning can disrupt the day-to-day modus operandi at place or at work. External outlooks – people try to carry through the outlooks of person with formal authorization. More money – after go throughing a class or successful graduation you can anticipate to gain more money. Social public assistance – attempt to better ability to be good to mankind and take part in community work Cognitive involvement – people who are interested in larning, they want to have new information and seek cognition for its ain interest There are Four Foundational Principles that motivate grownups to larn ( Wlodkowski, 2009 ) : Inclusion is the consciousness of scholars that they are a portion of an environment, they respect each other, and they have no fright of menace or humiliation. It is related to positive societal clime. Inclusion Fosters engagement. Attitude is a combination of constructs, information, and emotions. Attitude consequences in a sensitivity that can take to favorable or unfavorable response. Attitude causes a powerful consequence on human behavior and acquisition because they help people make sense of their universe. ( E.g. Negative larning experience can impact our attitude, engagement and outlooks. ) Meaning – devising, apprehension, and altering significance is a cardinal facet of grownup instruction. Deep significance causes that the experience or thought is connected to an of import end. Meaning comes from disputing larning experience in an piquant format about a relevant subject. Meaning sustains engagement. Competence is an attempt to effectual interaction with the universe. Adults have a strong innate temperament to be competent. They need to use what they have learned to the existent universe. Competence allows a pupil to experience confident when they know that they are expert at what they are larning. Assurance once more supports and motivates more extended acquisition. This can ensue in a spiralling moral force of competency and assurance. Increasing and directing pupil motive is one of a teacherA?s undertakings. We should form the indispensable motivational conditions. If we want to set up inclusion, we need to make a acquisition ambiance in which scholars and instructors feel respected and connected to one another. Following undertaking is to develop attitude, it means making a favorable temperament to larning through personal relevancy and pick. To heighten significance is of import to make ambitious and thoughtful acquisition experiences which include learnersA? positions and values. Furthermore we should breed competency by making an apprehension of scholar effectivity. And how do we cognize if scholars are motivated? There are some discernible indexs of intrinsic motive: Learners do activities without opposition. Learners spontaneously relate acquisition. Learners ask inquiries. Learners go beyond required work. Learners are proud of their acquisition and its effects. Unlike kids and adolescents, grownups have many duties that they must equilibrate. These duties can take to the barriers against take parting in larning. The most common jobs are deficiency of clip, money, assurance, involvement, deficiency of information, programming job and jobs with kid attention and transit. The best manner how to actuate grownup scholars is to heighten their ground for acquisition and diminish the barriers. As instructors of grownups we have to be after actuating schemes which show learners the relationship between preparation and an expected publicity.4. Giving Feedbackâ€Å" The old expression that pattern makes perfect is non true. But it is true to state that it is pattern the consequences of which are known which makes perfect. † ( F.C. Barlett ) Feedback, unfavorable judgment, praising and noticing are really of import in the instruction procedure. Teaching grownups is complicated because of the trouble of knocking. There are two unsafe: giving feedback in the incorrect manner and non giving plenty. Without proper feedback the learner public presentation can non better. If public presentation can non better, all scholars rapidly loose their involvement. Good feedback is one of the basic wagess of acquisition and critical portion of the learning rhythm goes like this: In comparing with kids and teens, grownups find it harder to acknowledge that they have made a error, and it is harder for them to unlearn it. The same error can be repeated once more hence is of import to give feedback instantly or every bit shortly as possible. The job is non merely to rectify mistakes made on the topographic point, but to happen out some basic misinterpretations from the yesteryear, e.g. when we teach grammar, pupils sometimes have no thought what parts of address are. Until all the misinterpretation from the yesteryear are identified, no advancement can be made. A batch of pupils seem it hard to larn the regulations of English spelling decently. It can be a combination of mechanical and psychological grounds. It is peculiarly difficult to rectify once more perennial errors. The solution how to avoid it is bar ; it means make certain that on first juncture of a new piece of larning the grownup gets the right reply – â€Å" right first clip † .[ 3 ] It is frequently said that people learn by doing errors. It is true but we should recognize when measuring that prise make us experience confident, whereas negative unfavorable judgment makes us self-doubting. Good feedback is given quickly, contains encouraging words, gives elaborate remark on each public presentation, praises the good points before knocking the bed, is focused on knocking the public presentation, non the individual, is concentrated on merely a few errors at a clip and is clear. Giving feedback demands accomplishments every bit good as tact. We should make a friendly ambiance for constructive feedback. After giving feedback, we should look into that the scholar has understood the message by inquiring open-ended inquiries. Avoid closed ( yes, no ) inquiries, e.g. Have you understood? It is better to get down inquiries with â€Å" State me † , â€Å" How † , or â€Å" Why † . Finally, a batch of instructors overestimate the measure of feedback they give. To avoid it, seek to happen ways to offer every scholar some feedback in every lesson. As instructors of grownups we should understate the bed consequence of unfavorable judgment although there are a batch of possibilities for misinterpretation because without feedback pupils can non larn and instructors do non learn.5. Function of the Teacherâ€Å" When the pupil is ready, the instructor appears † ( a Buddhist adage ) As we said in one of old chapter, a batch of big pupils can experience dying when they go back to school after a few old ages being out of the schoolroom. Our occupation as a instructor of grownup pupils is to be positive, friendly and encouraging. Patients help excessively. It is sometimes of import to cognize that older pupils need more clip to react if we ask a inquiry. Promote your pupils to utilize their ain life experience in the acquisition procedure excessively. As instructor we should understate the carnival of failure and the bad consequence of past acquisition experiences by offering activities which are accomplishable for our pupils and correspond to their degree. Not merely pupils can hold some concerns. There can be a job for some instructors and it is age. School instructors are ever older than their students and have the advantages of longer instruction. Not so instructors of grownups. They can be younger than their pupils and may even be less intelligent. It is right to hold some concerns about a new group of pupils, but both the job and the solution are in our ain custodies. What makes a good instructor? Effective instructor have these features ( Rogers, 1989 ) : A warm personality – accept all pupils and understand them, be helpful Social skill – ability to link the group together without being dominate Forming ability – disposal is swimmingly handled Skill in descrying and deciding scholar jobs Enthusiasm – a batch of oculus contact, varied voice inflection. Not merely can the personality of a instructor but the leading manner lead to the success or failure of larning. We can separate three different types of leading: dictator, where the leader is rigorous, autocratic, encourages fight and makes all of import determinations himself ; laissez-faire, where the instructor does virtually nil unless he is straight asked a inquiry ; and democratic, where the scholars decide what they will make and the instructor is person who can impact single solutions of jobs. In the group where the instructor behaves magisterially the scholars are submissive and good behaved, but frequently mishear instructions, are competitory, reciprocally belittling and demo marks of aggression and tend to abandon work when the instructor leaves the room. On the contrary, the individualistic group does about nil whether or non the instructor is present. Under democratic leading the scholars work good together without carnival of one surpassing the other. There occur smal l tenseness or aggression and the impermanent absence of the instructor make no alterations in the sum of work the scholars do.[ 4 ] It is clear that creativeness is more bucked up in groups where the instructor does non rule. There can develop pleasant societal relationships, more pupils talk to one another and esteem each other. On the other manus, dominant, aloof, autocratic instructors tend to bring forth either really hostile or subdued group of scholars who are individualists and do non desire to co-operate.6. Teaching SchemesAny activity that gets pupils involved is really utile and makes the learning experimental. This includes e.g. little group treatments, function drama, composing or pulling something specific, skits etc. Activities that involve acquiring up and traveling approximately can besides maintain pupils energized. Try to utilize a assortment of learning stuffs and methods and do non bury single differences of your pupils ( differences in manner, clip, types and gait of larning ) . It is known that single differences addition with age. Take into history that your pupils have a batch of life expe rience which they can convey to the schoolroom, supply them every bit much chances for duologue as possible and ask open-ended inquiries so that they can utilize their cognition and experience. Treat all inquiries and remarks with regard. State your pupils the outlooks of the instruction procedure and familiarise them with the course of study, but do non be disappointed when they do non wholly agree with your program. You can discourse it together and do some alterations in conformity with the demands of your pupils. They can assist you to plan the acquisition procedure. Because grownup pupils are jobs centred, allow them cognize how the freshly acquired cognition can be applied to current jobs or state of affairss. As a instructor you should equilibrate between presentation of new stuff, treatment and engagement among pupils and your class program. Teaching schemes for grownups are more effectual if it is learner-centred than instructor-centred.[ 5 ] By utilizing combinations of grownup scholar techniques and schemes, Extension pedagogues can make preparation experiences that will heighten the acquisition of participants. When grownups participate in a positive acquisition experience, they are more likely to retain what they have learned and use it in their work environment.6.1. Lectures and PresentationsLectures and presentations are the most common instruction methods in big instruction. They are sometimes referred to as an economic manner of learning because they do non necessitate about any technician or administrative support. As a instructor usage these methods exhaustively. First, maintain them short. Lectures should take 15 or 20 proceedingss and bound for presentation is even shorter, five proceedingss. Second, your talk should hold a clear beginning, center and terminal ; it means that it is clear to your pupils and if it is clear defined, it can assist pupils to cognize what the aims are before get downing. This techni ques has o batch of possibilities how to be used. You can present short intensive presentation which is followed by practising. You can instantly see if your pupils understood your talk. Adults learn best through engagement and activity, so your talk or presentation can be interspersed with group treatment, single undertakings, and audio-visual stuff. In the talks or presentations try to maintain to simple chief points. A batch of grownup pupils need to hold a written support of a new piece of larning but it is known that grownups do non take notes really frequently. Making notes during presentation can be a recreation from understanding therefore it is better to teach your pupils non to compose merely listen to you. Fix well-designed printed press releases for them, non really long because it could deter your pupils from reading it. It is better to administer press releases after a talk than earlier ; it is less deflecting. If you are showing, be certain that all scholars are able to see from your point of position. If the presentations are seen from the forepart, the pupil must mentally change by reversal all the procedures. In general, talks and presentations are likely best used in short subdivisions, with frequent resort to treatment, single pattern, undertaking work etc.6.2. Role – drama, Simulation and GamesSimulation, role- drama and games play similar functions in linguistic communication instruction. They are seen as ways of bridging the spread between the schoolroom and the existent word. These activities offer a assortment of ways how to do the acquisition procedure more interesting, disputing and lively. As we said in earlier chapters, grownups need to avoid being told how to make something, they need to seek it out for themselves. Role-playing refers to the changing of one ‘s behavior to presume a function. It is any speech production activity when you either set yourself into person else ‘s places ( The President, a millionaire, a dad star etc. ) , or when you stay in your ain places but set yourself into an fanciful state of affairs ( ‘At the eating house ‘ , ‘Checking in at the airdrome ‘ etc. ) Role-playing is proposed as an ideal technique to learn linguistic communication because it prepares scholars for the unpredictable nature of real-life communicating, Teachs appropriate linguistic communication usage, and boosts assurance. Learning takes topographic point when activities are prosecuting and memorable. It is ever better to convey state of affairss to life and maintain them existent and relevant. We should utilize the role-play for the undermentioned grounds ( Harmer, 1989 ) : It ‘s merriment and motivation. Quieter pupils get the opportunity to show themselves in a more blunt manner. The universe of the schoolroom is broadened to include the outside universe – therefore offering a much wider scope of linguistic communication chances. Some function playing is simple and does non necessitate any particular readying. It is a normal extension of work done rehearsing duologues and drills ; on the other manus, function drama can be prepared in advanced when the instructor sets up the scene. The stuff must be relevant, brief and believable. Once you have selected a suited function drama, predict the linguistic communication needed for it. It is recommended to present any new vocabulary before the function drama. After the function drama is finished, pass some clip on debriefing. This does non intend indicating out and rectifying errors. It is the procedure of debriefing which helps do the acquisition points. After the function drama, the pupils are satisfied with themselves ; they feel that they have used their cognition of the linguistic communication for something utile. This feeling of satisfaction will vanish if every error is analyzed. It might besides do the pupils less confident and less willing to make the other function dramas. Ask your pupils sentiment about the role-play, e.g. : What did you believe of the manner you handled X? How did it compare with the manner you deal with this in existent life? The purpose is to discourse what has happened in the function and what they have learned. Finally, do non bury to thank and praise the participants for their attempts. Example of function drama: We can play the picture where the characters are making something. The pupils watch it and so can reiterate some duologues. Then the instructor divides pupils into groups and they play the characters from the film dawdler, but extend the duologues harmonizing to their ain phantasy. After rectification and treatment they play the same scene once more. Simulation is defined as a world of map in a fake and structured environment. A simulation has three features: A world of map which means the participants in a simulation must step inside the function they have accepted and act consequently. A fake environment where there is no contact with the existent universe. A structured environment where the participants have all the facts and information provided for them.[ 6 ] Simulations have been used in many countries of preparation and instruction, such as the ground forces or in concern surveies. But in whatever country, linguistic communication is the tool used for communicating and Jones claim that simulation and linguistic communication are â€Å" virtually inseparable † . Simulation in ELT motivates scholars because simulation activities give them a opportunity to be involved in linguistic communication usage. It allows everyone to take part and even when errors are made, the instructor does non interfere. It gives chance for meaningful pattern of linguistic communication because most simulations involve interaction, either verbal or non-verbal, in spoken or written signifier. Well – planned simulations that are relevant to the scholars will surely promote earners to desire to finish the undertakings. The realistic ambiance in simulation is achieved through the careful readying of the stimulus stuff. Students take functions where the y behave as people in a wider assortment state of affairss which are close to existent life. Simulation encourages creativeness although it begins with information given to scholars. They need to be clever to bring forth the thought and to finish the simulation. Example of simulation: Title: To do a command 5 participants ( each pupil is given a function card with some information about a function and with counsel what to make: Finance Manager, Factory Manager, Gross saless Manager, Office Manager, and Director ) Situation: The company is doing available RM 10A 000 for upgrading merely one of the four sections. Each section is under the leading of a director ( as in the above ) . Each section is allowed to do a command for the amount of money saying the ground the money is needed. The Director will so make up one's mind the successful bidder. Language maps: Explaining, justifying, supporting, opposing. Time: 1 hr lesson Students are divided in groups of 5. At the terminal of the lesson, the Director studies on the determination for each group.GamesNot merely do many grownups enjoy games, but linguistic communication games really accelerate larning in a figure of ways. It is perfectly critical that big pupils know why they are utilizing a peculiar game, what specific mark grammar or vocabulary are they rehearsing, or what accomplishment are they reenforcing by utilizing the game. If pupils know and understand why they are making a peculiar activity they will be much more inclined to collaborate and bask the acquisition. Learning through merriment activities relaxes pupils and makes the schoolroom atmosphere much more supportive for scholars. Using adequate assortment in the type of activity or game will convey all four acquisition manners into drama: auditory, ocular and kinesthetic. Using games allows your pupils to acquire the most out of lesson clip, by passing it talking English. There are some links where you can happen a batch of games for grownup English scholars: www.teachingenglishgames.com www.ELTgames.com The of import advantage of all above mentioned activities is that they are wholly active methods of larning. Another benefit is that their existent value is frequently in the societal accomplishments they teach.6.3. Undertaking Workâ€Å" State me and I forget. Show me and I remember. Involve me and I understand † ( Chinese adage ) Undertaking work is a agency of communicating and enjoyment based on the combination of theory and pattern. A undertaking is an drawn-out piece of work on a peculiar subject where the content and the presentation are determined chiefly by the scholars. Students work in groups to work out disputing jobs that are reliable and frequently interdisciplinary. Learners decide how to near a job and what activities to prosecute. It can be used at every degree from absolute novice to progress. There can be involved all scholars mixed in ability, assurance and experience. The undertakings are really originative. The writers of the undertakings gather information from a assortment of beginnings and synthesise, analyze, and derive cognition from it and so set all the parts together to organize a consistent presentation. It is based on studentsA? demands and involvements. The instructor ‘s function is to steer and rede, instead than to direct and pull off pupil work. How to get down? Teach your pupils how to make undertaking work. Get down with concrete, small-scale activities. Decide the presentation signifier and the standards for its rating. Undertakings need to be seen or read so be after the last undertaking session as a presentation. Types of undertakings: Production undertaking Performance undertaking Collection undertakings Informational undertakings Orientation undertakings Social public assistance undertakings. Each undertaking needs to be evaluated. You can utilize a simple undertaking rating study, which remarks on facets of the undertaking such as content, design, linguistic communication work and besides evaluates the unwritten presentation phase of the undertaking. It can be discussed with all pupils from the category or group. Advantages of undertaking work are: It increases motive because all scholars are personally involved All four accomplishments – reading, composing, listening and talking are integrated Learning outcome – pupils have an concluding merchandise Undertaking is an reliable undertaking and therefore the linguistic communication input is more reliable There are developed interpersonal dealingss through working in a group It is learner centred – contend and methodological analysis can be decided between the scholars and the instructor A interruption from everyday.[ 7 ]6.4. DiscussionDiscussion is the prototypic learning method for active acquisition because it encourages pupils to detect solutions and develop critical thought abilities. . Discussion allows scholars to be active and experience personal contact. During treatment all participants speak to each other, explore, exchange positions, and larn from each other, pupils from instructor, instructor from pupils. Discussion is a state of affairs where pupils and instructor can and make do an unfastened, equal and personal response to a book, current societal job, manner, movies, political relations etc. which needs reading to take it beyond a factual statement. In a good treatment most members of the group experience willing able to talk when appropriate. Even in group where everybody contributes, there will be people who talk more than others. Dominant members of groups are frequently able and energetic people, whose enterprise can be used for other group membe rs, either in the thoughts they contribute to general treatment, or in some particular assignments, excess research or short talks they can set about. Silent member or people who speak seldom in a treatment can be soundless as a manner of demoing disapproval of what the remainder of group are stating or they can be diffident, diffident or lazy or because they prefer to listen to other people instead than to speak themselves. Problems of over-dominant and excessively soundless pupils can be solved by dividing the group into smaller groups for some portion of the category clip. Peoples who ne'er speak in the big group can state a batch in the smaller 1. Before treatment you can promote your pupil to fix for it. They can believe about a subject, read some stuffs and write notes and remarks. It is normal that for the first twosome of proceedingss the treatment is slow and hard to pull off, but if your pupils are prepared for it and you create a friendly atmosphere it can shortly warm up. If your purpose is a treatment which involves everyone, it is of import to run chairs in a circle, as that is the lone manner people can see or turn to each other easy than in sitting lecture- manner in consecutive lines.[ 8 ]DecisionIn decision, learning grownups should be different from learning kids and striplings. As we said, instructors of grownups should utilize a different manner of learning which is based on the theory of andragogy which suggest that grownups expect learner – centred scenes where they can find their ain ends and form their acquisition harmonizing to their present life demands. The learning techniques should be chosen wi th respect to demands of all scholars. We should see what attack and methods seem to be appropriate for our pupils. We have to esteem our pupils different larning manners, we should promote them, actuate them and give them a proper feedback. When our pupils know that the instruction procedure benefits them pragmatically, they will execute better, and the benefits will be longer enduring. Good instructors of grownups take all of these factors into history. Beyond learning your topic, you have the chance to animate assurance and passion in another human being. This is your challenge as a instructor of grownups.

Original Myth

The Sun, the Moon, and the Great Spirit Long ago, before there was life, before there was even a planet Earth, there were celestial entities that existed in the universe back when it was a light blue. These spirits appear to humans as large masses in space, such as the other planets and the stars. Since the beginning, there were two powerful apparitions that would become rivals until the end of time, the Sun Spirit and the Moon Spirit. The Sun was favored by the other astral entities to the isolated Moon.Not long after all of the spirits of the universe were created by the Great Spirit, their creator who cannot be seen by any life form, the Sun had become the leader of all other celestial bodies and was placed in the center of the Solar System. This angered the Moon, who despised the Sun. The Moon Spirit challenged the Sun for the position as ruler of the planets. Unfortunately for the Moon, the Sun used his superior strength to outcast the Moon to a lonely location between Venus and Mars. After 4,000 years of peace among the bodies of the Solar System, the Sun was growing old and developed a feeling that something was missing.The Sun Spirit decided that it was time for him to create a new successor since he has aged and become weak over time. The Sun found stray meteors flying across space and summoned all of his remaining power to bring them to him. The aging Sun then smashed the colossal space rocks together to create one large mass. Afterwards, he engulfed the inanimate boulder with his life-giving fire to give it consciousness. â€Å"Who are you? Who am I? † said the curious new planet. â€Å"I am the Sun, your creator and protector.You are my daughter who will one day grow up to take my place as ruler of everything in existence,† said the Sun to his newborn child. â€Å"Well, do I have a name? † the naive child asked. â€Å"I shall name you ‘Earth’,† said the Sun. For many days, the cosmos celebrated the birth of t heir beloved king’s child. Eventually, the news spread so far that it got to the Moon Spirit. The Lunar Spirit then schemed the perfect plan to get revenge on the Sun. The Moon waited until all of the other entities fell asleep to sneak out of his seal. He eventually found the sleeping solar king and his princess.The Moon then kidnapped her and brought her to where the Sun had banished him. Child Earth woke up with a loud scream, constantly calling for her father. To silence her, the Moon engulfed her in such a great amount of water that she would never be able to speak again. When the Sun woke up, he looked around for his daughter; she was nowhere to be found. The King began to panic and told every spirit in the universe to look out for the young princess. Not long after, Venus confronted the Sun and said, â€Å"I know where your daughter is. She has been taken away by the twisted Moon and can no longer speak. This news made the Sun so furious, his fire grew to be so large that it gave off the largest glow anyone had ever seen. The powerful light from the glow began to illuminate all parts of the Solar System including the Moon and Earth. The Sun was now able to see his captive daughter, but had no strength left to pull her back to him. From that day on, all of the celestial entities mourned for the loss of their future queen. To show their consolation for the Sun, they all decided to use their combined power to turn space from a sky blue color to black for the second half of every day.To make matters worse, the Moon confronted the Sun to make a proposition. â€Å"If you stand down from your position as king, I will let you have your daughter. If not, then I will force you to stand down,† explained the Moon. The Sun Spirit refused to give up his position. The Moon then declared war on the Sun, but immediately after doing so, the Great Spirit appeared for the first time since the birth of the universe. The two rivals were struck with awe. The Gr eat Spirit refused to let the universe spiral into chaos because of the Sun and Moon’s conflict.In order to please them both, he gave the Sun his daughter for half of a day, but when the Sun falls asleep, the Moon would take ownership. Whenever her father would leave and the Moon would come, the Earth would try to break free of her liquid entrapment, causing the tides to rise. In addition, the Great Spirit went to the Earth and planted a massive green tree on her that would grow from both the soil from the sun and the water from the moon. This Tree of Life would give birth to all life on Earth that we see today, from insects, to sea creatures, to humans.

Against the Machiavellian Principles of Politics Essay

According to Machiavelli, the affairs of the state reside in the power of the prince. It is the prince which determines, directs, and unifies the components of the state. The prince therefore should act to preserve, strengthen, and protect his position from danger, whether external or internal, without due moral consideration. In short, with the preservation of the state in mind, the prince should act with political diligence to promote it, regardless of the means. According to Machiavelli, â€Å"he who considers what ought to be done rather what is done will rather find himself in a state of ruin than preservation† (Machiavelli, 29). Political action free from any moral consideration is based from three assumptions: 1) Human nature is corrupt and selfish. It is impossible for the prince to satisfy all the needs of the people without injuring the welfare of others. The people is always eager to overthrow their government, to mock the instruments of the state, and to criticize the actions of the prince, whenever their interests (whether political or economic) are affected. According to Machiavelli, â€Å"Because this is to be asserted in general of men, that they are ungrateful, fickle, false, cowardly, covetous, and as long as you succeed they are yours entirely; they will offer you their blood, property, life and children, as is said above, when the need is far distant; but when it approaches they turn against you† (Machiavelli, 29); 2) Morality and religion only limit the actions of the prince. In fact, when fortune fades away, the prince may become unable to defend himself from disconcerting threats. It is therefore important, according to Machiavelli, for the prince to â€Å"guard himself as from a rock; and he should endeavour to show in his actions greatness, courage, gravity, and fortitude; and in his private dealings with his subjects let him show that his judgments are irrevocable, and maintain himself in such reputation that no one can hope either to deceive him or to get round him† (Machiavelli, 32). The prince should endeavour to show himself as the bearer of righteousness, fidelity, and religion, without endangering his own power. This impression is only used to preserve the power of the state. Only in this way can religion and morality be twisted for the benefit of the prince; 3) The success of a prince is never solely dependent on law, morality, or religion. Sometimes, political success is achieved by political deception, alteration of political favors, and in general by arms. It is therefore necessary for the prince to use these instruments to preserve the instruments of the state. It is this condition that the position of a prince who took the state by arms is much more endangered than that of a prince appointed by the people or the Church. To preserve his power, the prince must take moral considerations and religion as only instruments of that purpose. General Critique In order to provide a more comprehensive criticism against Machiavellian politics, there is a need to draw important propositions from different thinkers and theories. Some of the selected philosophers and social theorists are as follows: St. Thomas Aquinas, Immanuel Kant, Rousseau, and Montesquieu. According to Aquinas, morality and religion are necessary instruments for the governance of the state. In his book â€Å"De Regnum† (On Kinship), Aquinas argued that it is always necessary for the ruler to take the precedents of moral and religious obligations as a means to please Divine justice (Curtis, 431). For Aquinas, the foundation of the state is divine in orientation. It is founded by the grace of the Divine Being (who willed the creation of the state after man’s fall). A prince who disregards the religion and morality disregards the Creator. Aquinas here does not disregard the necessity of preserving the power of the state. What Aquinas emphasized is the excesses of unscrupulous rule – a condition which would be punished by God. For Aquinas, a good prince ‘will always be favored by God’ (and preserve his base of power). Rousseau argued that morality is borne out of the so-called ‘social contract. ’ The people gathered to appoint a ruler who would promote their interests. The ruler has the following obligations: 1) to protect the people from threats, 2) to maintain peace and order, 3) to promote solidarity and good governance, and 4) to relinquish power whenever the people chooses a new ruler. A ruler who fails to accomplish these tasks would lose his position. The state, however, would remain intact because the instrument of power resides not in the prince but in the people. According to Rousseau, a prince who put all the instruments of power in his hands is more likely to fall than a prince who measure his authority based on public will. Montesquieu offered a more critical and comprehensive understanding of the position of the prince. According to him, an unruly rebellion of the people is tantamount to political disobedience – a violation of the law of the land. This instance applies only if two conditions are met. First, the ruler does not show any violation of the law. And second, the people unlawfully breaks the social contract and sought to depose a good government. In short, according to Montesquieu, there is no need for a ruler to follow the Machiavellian principles because the law is the manifestation of social and moral obligation, the codec of ethics (Curtis, 613). Here, one may infer that the actions of the ruler should be based solely on this criterion. A ruler who follows the law would never fall in disgrace. Using Kant’s universal moral standards (in his book â€Å"Prolegomena†), one can create a set of moral standards which would be used in judging the actions of a ruler. First, one should determine whether the consequence and intensity of political actions. If a political decision disfranchises a significant portion of the population, such decision is illegitimate (not morally neutral). Second, one may determine the means by which decisions are carried out. Here, legality is an important factor. Third, one may determine whether the actions of the state are in congruent with accepted international standards of morality. Here, an external standard is added in order to ensure the moral efficacy of the state in all levels. The proper enforcement of these external standards is either left to the disposition of international agencies or to the efficacy of treaties. In short, internal political standards of morality are enforced by the state (the people serve as the watch guard of the state). Machiavellian concepts of political deception and moral neutrality have no standing in this type of political set-up. Works Cited Curtis, Michael. The Great Political Theories. New York: Avon Books, 1981. Machiavelli, Niccolo. The Prince. Trans. by W. K. Marriott. New York: Macmillan Publishing Company, 1995.

Themes in the Last of the Mohicans

One major theme articulated in The Last of the Mohicans is the stereotype depicting Indians as animalistic. The Huron tribe is shown as the most violent tribe, almost nonhuman. Magua, the leader of the Huron tribe, is the most violent of the tribe. Angered by the colonies’ treatment of his kin, he only seeks revenge. One of the clearest images of the Huron tribe’s animalistic nature is when Magua rips the heart out of Colonel Munro’s chest. Other images that help add to this theme can be seen in the way that the Huron tribe attacks even the women and children.They care nothing about the innocent people they murder, and they roam about as savages. This is the image that Americans today have of all Indians. Very few know anything about the kindness of Indians such as Uncas and Chingachgook. Another theme in this movie is interracial love and friendship being looked down upon. After doing some research on the actual novel by James Fenimore Cooper, I noticed that the plot was changed in the movie. In the novel, Cora and Uncas have an interracial relationship. Related essay: Themes In MaruHowever, in the movie, Cora and Hawkeye, an adopted white, have that relationship. The relationship of Uncas and Cora that ends in death in the novel is switched to Uncas and Cora’s sister. Also, their fondness of each other is never developed. This supports that theme, for everything is changed to make it more appealing to the typical white audience. It would be frowned upon to have a white woman in love with an Indian. Thus, the movie does not show that.