The role of icts in addressing challenges in higher education

The role of icts in addressing challenges in higher education ABSTRACT One of the most common problems of using Information and Communication Technologies (ICTs) in education is to base choices on technological possibilities rather than educational needs. In developing countries where higher education is fraught with serious challenges at multiple levels, there is increasing pressure to ensure that technological possibilities are viewed in the context of educational needs. This paper argues that a central role of educational technology is to provide additional strategies that can be used to address the serious environmental and educational challenges faced by educators and students in higher education. The educational needs manifest in Indian universities include addressing general lack of academic preparedness, multilingual needs in English medium settings, large class sizes and inadequate curriculum design. Using case studies from one higher educational institution, this paper shows how specific and carefully considered interventions using ICTs can be used to address these teaching and learning concerns. These examples serve to demonstrate some ways in which teaching and learning may be enhanced when uses of educational technology are driven by educational needs. The paper concludes that design of educational technology interventions should be driven by educational needs within the context of a broader teaching and learning strategy which requires buy-in of both educators and learners. INTRODUCTION It has been suggested that information and communication technologies (ICTs) can and do play a number of roles in education. These include providing a catalyst for rethinking teaching practice (Flecknoe, 2002; McCormick Scrimshaw, 2001); developing the kind of graduates and citizens required in an information society (Department of Education, 2001); improving educational outcomes (especially pass rates) and enhancing and improving the quality of teaching and learning (Wagner, 2001; Garrison Anderson, 2003). While all of these suggest the potential impact of ICTs in education in general and India in particular, it is still difficult to demonstrate the potential of technologies in addressing specific teaching and learning problems faced by Indian higher education institutions. The thesis of this paper is that the potential of ICTs is sandwiched between increasing pressure on higher education institutions from government to meet the social transformation and skills needs of India, and the varying student academic preparedness, large class sizes and multilingualism currently experienced in these teaching and learning contexts. Our thinking aligns with others (such as Kirkup Kirkwood, 2005; Wagner, 2001) who argue that it is the contextualized teaching and learning needs that ought to drive the ICT intervention, rather than the technology itself. In India, contextualization of teaching and learning requires a tightrope walk between higher education imperatives and social-cultural context of the educational landscape. This paper illustrates by means of examples drawn from one higher education institution how educational needs can drive design of learning environments and technological use. The question driving this paper is: How may educational technology interventions address theteaching and learning challenges faced by Indian higher education institutions? We discuss the general and specific educational challenges. These challenges then provide a context for an ICT intervention framework which is described and examples of the use of this framework in curriculum projects are discussed. CHALLENGES FACING HIGHER EDUCATION IN INDIA General challenges Currently, higher education in India is under increasing pressure to meet the social transformation and skills needs of the new India (Kistan, 2002). At the same time it is under immense external and internal pressure to improve on its policy and delivery performance (De Clercq, 2002). One of the indicators of social transformation in education is increasing the demographic representation among graduates and reducing the demographic difference between student intake and graduate throughput. The National Higher Education Plan (2001) outlines the role of higher education institutions in the new India: The key challenges facing the Indian higher education system remain as outlined inthe White Paper: ‘to redress past inequalities and to transform the higher education systemto serve a new social order, to meet pressing national needs, and to respond to newrealities and opportunities (White Paper: 1.1). (Department of Education India,2001.) Furthermore, recent government policy has added pressure on higher education institutions by linking funding to throughput. In other words, unlike in the past when institutions were funded on the number of registered first year students, funding is now linked to graduate throughput. Improving efficiency and addressing the equity needs of the country raises conflicting challenges for higher education institutions (Scott, 2004: 1). These challenges are exacerbated by the fact that most students enter university under-prepared and therefore require more support to bridge the gaps in the required knowledge and skills (Paras, 2001). Furthermore, in 2005 quality assurance audits1 focusing on the institutional management of core functions of teaching and learning, research and community engagement were conducted at Indian higher education institutions. The challenge for higher education institutions is therefore not only about increasing throughput in terms of numbers and the diversity of i ts student population but also involves ensuring quality educational provision. The Indian government has identified the use of ICTs for teaching and learning as an important priority. For example, the e-Education policy states: Every Indian manager, teacher and learner in the general and further education andtraining bands will be ICT capable (that is, use ICTs confidently and creatively to helpdevelop the skills and knowledge they need as lifelong learners to achieve personal goalsand to be full participants in the global community) by 2013. (Department of EducationIndia, 2004: 17) Thus, the ultimate goal of the policy is the realization of ICT-capable managers, educators and learners by 2013. Read together with the National Higher Education Plan, these two policies have ramifications for instructional designers, educators, students and researchers. The underlying argument of this paper is that the realization of the policys goals largely depends on the extent to which current educational challenges are re-conceptualised in the context of the role that ICT can play in teaching and learning. The current focus on teaching and learning coupled with growth in educational technology in Indian higher education institutions (Czerniewicz et al., 2005: The role of ICTs in higher education in India61) requires that we begin to ask questions about the ways in which educational technology contributes to addressing the educational challenges in the new India. As is the case in higher education globally, Indian higher education is under pressure to increase participation fro m diverse groups of students and to produce the skills required for a rapidly changing society. In the UK, for example, participation in higher education has increased since the 1940s but participation of higher socio-economic groups still exceeds that of lower socio-economic groups (DFES report, 2004). While similar, these challenges take particular forms given Indias unique history. For example, global disparities are defined in terms of class; in India the educational disparities are manifested along racial lines due to the political, economic and social policies of the pre-1994 era. Redress of marginalised groups and social transformation is therefore central to the policies of post-1994. The Indian government has made it clear that one of its aims is to achieve equitable access to higher education for previously disadvantaged learners, with diverse educational backgrounds (Hardman Ngambi, 2003). Education is viewed as one of the key mechanisms of achieving social transformation. It is in this educational context that new opportunities for educational technology have arisen. Although we are aware that educational challenges demand multi-pronged approaches, which may include both traditional teaching approaches and innovative non- digital instructional designs, it is the role of educational technology that is the focus of this paper. Specific teaching and learning challenges The major teaching and learning challenges facing higher education revolve around student diversity, which includes, amongst others, diversity in students academic preparedness, language and schooling background. Teaching and learning in higher education in general can largely be characterised as follows: [] instruction that is too didactic, a lack of personal contact between teachers andstudents and among students, assessment methods that are inadequate to measuresophisticated learning goals and too little opportunity for students to integrate knowledgefrom different fields and apply what they learn to the solution of real-world problems.(Knapper, 2001: 94) Teaching and learning in Indian higher education fits the above description but in addition it has to contend with deep-rooted complex issues and problems stemming primarily from a previously racially divided and unequal education system. In addition, large classes are an endemic feature of most university courses posing an additional challenge in the teaching of a diverse student population. Indian higher education institutions are faced with a myriad teaching and learning challenges. In this paper we focus on a few of these: academic preparedness, multilingulism in a first language context, large classes and inadequate curriculum design. In the next section, we look at ways in which ICTs have been used to respond to these challenges at one Indian higher education institution. Academic preparedness Students from disadvantaged educational backgrounds as well students from privileged backgrounds generally enter higher education with gaps in the knowledge and skills required for studying particularly in key areas such as mathematics (Paras, 2001, Howie Pietersen, 2001) and science. Given the pressure to increase the diversity of the student population of Indian higher education, assessing students potential for success in higher education has gained increasing importance, particularly since the school-leaving certificate is currently viewed as an inadequate measure of a students potential for success in higher education. In a country such as India, for instance, school-leaving certification has had aparticularly unreliable relationship with higher education academic performance especiallyin cases where this certification intersects with factors such as mother tongue versusmedium-of instruction differences, inadequate school backgrounds and demographicvariables such as race and socio-economic status (Yeld, 2001; Badha, et al, 1986;Scochet, 1986; Potter Jamotte, 1985). (Cliff et al., 2003) Alternative placement tests have therefore been used in conjunction with school-leaving certificates to admit students with potential into higher education studies (Cliff et al., 2003). Consequently, many of these students may be under-prepared in that they may not possess the necessary language or mathematical proficiencies required for higher education or may have gaps in the foundational disciplinary knowledge. Furthermore, university tasks present challenges for under-prepared students (Hardman Ngambi, 2003). Although support programmes to address academic under-preparedness of students from both advantaged as well as disadvantaged groups are offered at many Indian higher education institutions, they are resource intensive. It is therefore worth paying attention to additional resources and expertise offered by educational technology. Multilingualism in a first language environment India is a multilingual society with 11 official languages. This diversity is reflected in the student population of Indian higher education institutions. A recent study by Czerniewicz Brown (2005) on higher education students and academic staffs access to and use of computers in five Indian universities found that 39% of respondents spoke English as a home language and 54% spoke other languages. At the University of Cape Town, on average 65% of the student population declared English as their first language while 35% have home languages in the other Indian official languages and other international languages (Spiegel et al., 2003). English is therefore a second or foreign language for many Indian higher education students. In most black Indian schools, English as a subject is taught as a second language. Higher education students from disadvantaged educational backgrounds therefore have to learn in their second or third language. A considerable body of research (Cummins, 1996; Gee, 1990) has shown that language and academic success are closely related and that academic language proficiency is far more difficult to acquire in a second language. Students learning in their second or third language are therefore at a disadvantage which is compounded by poor schooling background. The relationship between language and academic success is reflected in the throughput rates of English second language students when compared to the throughput rates of English first language students. At the University of Cape Town, for example, the difference in throughput rates between English first language and second language students in 2002 was more than 20% in several degrees/programmes (Spiegel et al., 2003). Large classes The growth of mass higher education has made large classes an endemic feature of several courses at higher education institutions. Large class sizes make it difficult for teachers to employ interactive teaching strategies (Nicol Boyle, 2003) or to gain insight into the difficulties experienced by students. Large classes pose problems for all students but students who are under-prepared are particularly affected. It is these contexts that provide useful opportunities for educational technologies. Curriculum design Curriculum design is a relatively under-engaged area within higher education debate, policy formulation and practices (Barnett Coate, 2005). Pressure to transform curricula at a macrolevel to the needs of industry and the economy in India is reflected in the National commission on higher educations policy framework (1996) for higher education transformation. There is a strong inclination towards closed-system disciplinary approaches andprogrammes that has led to inadequately contextualised teaching and research. Thecontent of the knowledge produced and disseminated is insufficiently responsive to theproblems and needs of the African continent, the southern African region, or the vastnumbers of poor and rural people in our society.In response to policy intentions, Indian higher education has implemented a curriculum restructuring policy aimed at the development of inter- or multidisciplinary degree programmes (Moore, 2003). While policy has resulted in curriculum shifts on a macro le vel, curricula contents at a micro-level are driven by disciplinary specialists. Undergraduate curricula remain predominantly theoretical but require that students have some knowledge of the contexts to make sense of theory. In this paper, we are concerned with the way in which ICTs can play a role in shaping curriculum design at the micro-level. ICTs open up new ways of accessing information thereby changing the relationships between students and between students and their teachers. Access to primary sources in the form of video, audio and photographs which may be contained in digital archives have the potential to influence the content of curricula because it makes previously inaccessible information available. In addition, ICTs enable lecturers to transform their teaching practices by facilitating student-student discussion and collaboration or by simulating ‘real-world problems thus providing students with authentic learning experiences. In this section, we discussed some of the teaching and learning challenges experienced by educators and students in higher education. In the next section, we examine the role of educational technology in responding to these challenges and provide some examples. RESPONDING TO THE CHALLENGES Since the teaching and learning challenges are multi-faceted, multi-pronged approaches are needed in order to attempt to solve some of these problems. Dede (1998) postulates: [] information technology is a cost-effective investment only in the context of a systemicreform. Unless other simultaneous innovations in pedagogy, curriculum, assessment, andschool organization are coupled to the usage of instructional technology, the time and effortexpended on implementing these devices produces few improvements in educationaloutcomes and reinforces many educators cynicism about fads based on magicalmachines. We infer from Dede that there are several inter-related factors that influence improvements in educational outcomes. Thus together, pedagogy, curriculum, assessment and organisation contribute to bringing about improvements in the educational process. Although educational technology is not the panacea for educational challenges, it does leverage and extend traditional teaching and learning activities in certain circumstances and hence has the potential to impact on learning outcomes. Knapper (2001) argues that: [] technology may be a good solution for some instructional problems, and in some casesit may be a partial solution. But in other instances technology does little to address thefundamental teaching and learning issue or even worse provides a glitzy butinappropriate solution to a problem that has simply been misconstrued. (Knapper, 2001:94) The trick is to identify situations where educational technology will be appropriate and when and how to use educational technology in these situations. There are times where technology may not be useful and may indeed be counter-productive. However, there are many times when educational technology offers a solution for problems that would be difficult, cumbersome or impossible to resolve in a face-to-face environment. Numerous manuals, websites and articles have been devoted to suggesting, explaining and modelling the ways that educational technology can be used to support teaching and learning. We agree with Laurillard (2001) that it is important that educational technology-based resources be appropriately matched to both teaching and learning activities. Table 1 adapted from Laurillard (2001) usefully explains how educational technology can be integrated into the curriculum. Laurillards guidelines are useful in that they provide a framework which relates ICT-based resources to particular teaching and learning activities. The guidelines therefore suggest particular uses of ICT for particular teaching and learning situations. The effectiveness of ICTs for teaching and learning, however, is largely dependent on how much the context is understood. Thus, there is a need to relate educational technology to actual challenges experienced by both students and lecturers in the Indian educational context. OHagan (1999) suggests that educational technology can be used to present and provide content, assess students learning, provide feedback, scaffold student learning and enable peer-to-peer collaborative learning. The choice of appropriate teaching and learning activities is dependent on a range of factors such as the curriculum or course objectives; i.e. the purpose of the teaching and learning, the educators preferred teaching approach, the learning styles of the student and the nature of the curriculum content. Although we advocate that teachers should use the teaching approach that suits their paradigm of teaching and learning, we believe that the use of educational technology provides teachers with opportunities for traversing an entire continuum of possibilities as may be appropriate to their teaching needs. Educational technology creates affordances for a range of different teaching and learning activities which the teacher may not have used or considered. Table 1: Teaching and learning events and associated media forms Responding to the challenges: examples from curriculum projects The affordances of educational technologies provide ways of being sensitive to wide-ranging and differing learning needs. In this section, we describe some curriculum projects that have attempted to respond to some of the educational challenges faced by students at the University of Cape Town (UCT). For the sake of brevity only overviews are provided. Using interactive spreadsheets to develop mathematical literacy skills As discussed above, many under-prepared students entering university have potential but do not possess the relevant mathematical literacy skills required for certain courses (Frith et al., 2004). These students are often expected to pursue an extended undergraduate degree programme that offers additional support to address mathematical literacy skills. In this case, the teaching challenge is that of finding ways of developing students mathematical literacy skills. Selfcontained interactive spreadsheet-based tutorials were developed for use on the mathematical literacy support courses at UCT and were used in conjunction with face-to-face lectures. A typical tutorial consisted of interactive presentation of relevant mathematics content, examples and exercises. Students were able to work at their own pace and receive immediate feedback. Frith et al. (2004: 163) found that ‘while the lecture room tutorial taught students how to calculate the various statistics, the computer tutoria l was more effective in giving them an understanding of the concepts and they retained better what they had learned. This effect, they argue, is possible due to the shift in emphasis in the computer-based tutorials away from mechanical calculations to demonstrating conceptual understanding. This curriculum project illustrates how educational technology was used to complement teaching and learning and to support the development of students mathematical literacy skills. Using educational technology to develop academic literacy in an economics course Economics at university level poses particular difficulties for students since lecturers assume prior knowledge of the economy. Unfortunately, many students from previously disadvantaged communities have very limited knowledge of the economy at the start of their university careers. Under-prepared first year students encounter further difficulties due to a lack of academic literacy skills. The Industry Research Project (Carr et al., 2002) was designed to address economic literacy while simultaneously dealing with language and communication skills of UCT economic students. Interactive excel spreadsheets in conjunction with short writing tasks in the form of online discussions, short essays, reports and presentations were used in academic development economics courses at UCT. These tasks or activities provided a range of opportunities for students to develop understanding of economic discourses through writing in economics. Although Carr et al. (2002: 5) found it difficult to measure t he impact of these tutorials, which formed a small part of the first year economics curriculum, they observed that the interactive spreadsheets were effective teaching tools in that tutors were able to focus students attention on economics issues rather than procedural issues and that the quality of articles produced by students improved due to the online feedback provided during the process of drafting articles online. This curriculum project demonstrates the use of educational technology in conjunction with face-to-face activities in addressing students academic literacy skills. Using educational technology to manage tutorials in large classes Commercial-Off-The-Shelf (COTS) based tutorials system called MOVES were developed around Excel and Word to teach computer literacy to first year Information System students at UCT. MOVES incorporated computer-assisted marking techniques and provided feedback to lecturers and students. The significance of this project is that it typifies the problems of teaching a large and diverse class. The computer literacy levels of these students are diverse, with some students not havingtouched a computer before to students who have had home computer and internet facilitiessince the age of five. The immediate challenge this diversity poses on teaching is that it isnot practical to pitch the lecture at an appropriate level to meet all students at their level ofknowledge. The other challenge is in providing feedback messages that are relevant anduseful to individual students. (Ngambi Seymour, 2004: 255). Ngambi and Seymour (2004: 257) report that the MOVES tutorials saved time for tutors since tutorials were marked and results captured electronically, lecturers had access to student performance and students found the immediate feedback useful in that misconceptions could be dealt with immediately. The significance of this project is that it illustrates how educational technology is used to facilitate teaching and learning in large classes. Influencing curriculum design Many university courses are theory driven and assume that students have knowledge or real world experience and can therefore make the links between theory and practice. Students often have limited experience or practical knowledge and therefore have difficulty in understanding theory. Deacon et al. (2005) report on the use of educational technology to simulate film editing. The Directors Cut was produced and used in a Film and Media course at UCT to provide students with insights into the practical processes involved in filmmaking without engaging in the actual process of editing. Exposing students to actual editing is expensive and impractical in a large course. The intervention provided individual students with an authentic learning environment through a simulation. Students sequenced film clips, hence simulating the role of an editor through a simplified version of the editing process. In this way, the focus is on key learning aspects of film narrative and spectatorship and linked theory to the ‘practice of film editing. Similarly, Carr et al. (2004) report on an International Trade bargaining simulation developed for an economics course where students assumed the role of national trade negotiators representing specific countries. Lecturers and tutors assumed the role of World Trade Organisation (WTO) officials in a semi-authentic process designed to teach students negotiation and bargaining skills similar to those required by professional trade negotiators. The two projects reported here exemplify ways in which educational technology was used to impact on the design of the respective curricula by providing students with experiences which are difficult to provide in face-to-face environments. CONCLUSION Indian universities face increasing pressure from government to meet the needs of social transformation in education. Indian government policy on social transformation in education requires increasing the representation of Black Indians and women among students and graduates and significantly improving the graduation rates and throughput of Black Indian students. Given the social-historical context of India, meeting the educational challenges associated with this noble goal requires re-conceptualisation of how educational technologies are applied so as to make an impact. The paper has proposed a model for teaching and learning activities that are associated with media forms. The model has been substantiated with examples of the application of educational technologies to teaching mathematical literacy, academic literacy, management of large classes, and ways of influencing curriculum design. Our argument is that technology alone is not a solution to the educational challenges faced in India. The challenges lie in identifying and conceptualising ways that educational technology can usefully contribute to student learning experiences, curriculum and pedagogical designs. The paper demonstrates and argues that educational technology has a key role to play in Indian higher education as one of the strategies for addressing teaching and learning concerns. This challenges learning designers to rethink the role of educational technology within broader educational interventions that are shaped by educational needs rather than being technologically driven.

The Painted Veil – Presentation Note

Lift Not The Painted Veil Which Those Who Live Lift not the painted veil which those who live Call Life: though unreal shapes be pictured there, And it but mimic all we would believe With colours idly spread,–behind, lurk Fear And Hope, twin Destinies; who ever weave Their shadows, o'er the chasm, sightless and drear. I knew one who had lifted it–he sought, For his lost heart was tender, things to love, But found them not, alas! nor was there aught The world contains, the which he could approve. Through the unheeding many he did move, A splendour among shadows, a bright blot Upon this gloomy scene, a Spirit that stroveFor truth, and like the Preacher found it not. Percy Bysshe Shelley Charlie Townsend Post: married British vice consul = smart, sensible and he knows very well of what’s going on evidence – after walter walked away when he first found them in Kitty’s room, kitty was so panic but townsend knows that Dr. Fane will do nth. To cause any sc andal – when he’s discussing about the dealing with strikes(walkouts)/ boycotts in Shanghai with businessmen in the Colony Club, he banned the suggestion of seeking help from Chiang Kai-Shek as he knew that he’s a nationalist that must stand on the side of Chinese, he will not help them suppressing the strike. mature and experienced woman-hunter , very dissolute person and he’s unfaithful to his wife Evidence –flirted kitty from the very first moment they’ve met when they’re watching the Chinese opera ?Telling kitty what happened to the actor in the opera which he thinks that it may be similar to Kitty (she weeps for the lively, vivacious girl she once was? the lonely woman she has become; she weeps for the love she’ll never feel, for the love she’ll never give) to flirt Kitty ? made Kitty believes that he understands her, admire her ? Charlie Townsend found it so easy to get hold of her As described by Waddington: he ha d his little flirtations +As described by Dorothy: the women who fell for her husband were so consistently second-rate ? even his wife knows that her husband is a gallant/licentious/dissolute person that flirts many women +having an affair with Kitty? adultery, he only sees Kitty as his mistress to satisfy his physical needs (attachment: lever) Dorothy is more important to him because â€Å"whatever happens, we must try to keep Dorothy out of it† ? did not want to hurt Dorothy and nth in the world could induce him to divorce herWomen are always under the impression that men love them more that they really do. Film language – = selfish, vain and incapable of caring for anyone but himself Care for his reputation/ job/ post: â€Å"do you have any idea of the importance of my station here? † – at that time, there’ll be many rumors that ruin the reputation of a man if anyone divorce his wife and marry another woman. Therefore he cares more about his rep utation, his position than what will happen on Kitty if he does not marry her, as Kitty is just someone means very little to him.Film language – =a person who made false promise Evidence – sent kitty a ring as a gift – RING: symbolize love, faith and commitment. He proclaimed that he loves Kitty when he was having sex with Kitty, actually he does not love her, it’s just a way to flirt Kitty and make Kitty willing to continue the affair with him. – promised that he would help solve the problem when Kitty was forced to be divorced. After 5 years, at last, he still did nth, not even a letter to show his concern. â€Å"I should have written†Film language – Why Townsend treat Kitty as close as 5 years ago when he later met her in London? =the only one that failed to change in the film He never learn from any experience or errors that he has made; Besides, he does not think that he had done sth wrong? does not feel sorry /guilty for breakin g Kitty’s marriage He tried to date Kitty again in his later few weeks in London (to see if there’re any more chances for him to flirt kitty again, like 5 years ago) – described by Kitty – â€Å"no one important† 0th century that artists began to use it fully; a pipe would stand for thoughtfulness and calm; the cigarette symbolized modernity, strength and youth, but also nervous anxiety; the cigar was a sign of authority, wealth and power. The decades following World War II, during the apex of smoking when the practice had still not come under fire by the growing anti-smoking movement, a cigarette casually tucked between the lips represented the young rebel, epitomized in actors like Marlon Brando and James Dean or mainstays of advertising like the Marlboro Man.It was not until the 1970s when the negative aspects of smoking began to appear; the unhealthy lower-class loser, reeking of cigarette smoke and lack of motivation and drive, especially in a rt inspired or commissioned by anti-smoking campaigns. [ Literature Just as in other types of fiction, smoking has had an important place in literature and smokers are often portrayed as characters with great individuality, or outright eccentrics, something typically personified in one of the most iconic smoking literary figures of all, Sherlock Holmes.Other than being a frequent part of short stories and novels, smoking has spawned endless eulogies, praising its qualities and affirming the author's identity as a devoted smoker. Especially during the late 19th century and early 20th century, a panoply of books with titles like Tobacco: Its History and associations (1876), Cigarettes in Fact and Fancy (1906) and Pipe and Pouch: The Smokers Own Book of Poetry (1905) were written in the UK and the US.The titles were written by men for other men and contained general tidbits and poetic musings about the love for tobacco and all things related to it, and frequently praised the refined ba chelor's life. The Fragrant Weed: Some of the Good Things Which Have been Said or Sung about Tobacco, published in 1907, contained, among many others, the following lines from the poem A Bachelor's Views by Tom Hall that were typical of the attitude in many of the books: The cover of My Lady Nicotine: A Study in Smoke (1896) by J. M. Barrie, otherwise best known for his play Peter Pan. â€Å"So let us drinkTo her, – but think Of him who has to keep her; And sans a wife Let's spend our life In bachelordom, – it's cheaper. † —Eugene Umberger[68] These works were all published in an era before the cigarette had become the dominant form of tobacco consumption and pipes, cigars and chewing tobacco were still commonplace. Many of the books were published in novel packaging that would attract the learned smoking gentleman. Pipe and Pouch came in a leather bag resembling a tobacco pouch and Cigarettes in Fact and Fancy (1901) came bound in leather, packaged in an imitation cardboard cigar box.By the late 1920s, the publication of this type of literature largely abated and was only sporadically revived in the later 20th century. [69] Cigarettes in old films were early forms of ‘product placement' 5. Cigarettes as Phallic Symbols Back during the Hays Code days, cigarettes were clever devices used as metaphoric hints at sexual activity. When characters shared cigarettes, such as in Now, Voyager, To Have and Have Not and Rope, it implied a sex act. When Marlene Dietrich held a cigarette in any of her films, the prop was a phallic symbol implicit in projecting an image of bisexuality.And ironically, in a film as explicit as 9 ? Weeks, a cigarette may have been a required stand-in for Mickey Rourke’s penis during a strip-tease scene, because male nudity continues to be a taboo while the naked female body is common on the big screen. However, not all cigarettes in films represent sex and/or phallus, but due to the heavy employment of the prop in such a way for so many years, it’s hard for moviegoers (particularly those of us with film studies degrees) to think of them as anything but sex symbols.Fortunately, Hollywood is being forced to censor out cigarettes from their movies (for even featuring a pack of cigarettes), and meanwhile they continue to break sexual taboos at the same time. So this cliche is likely to go way very soon. Friendship Since friendship is not a very important issue in the Painted Veil, Compared to love and death, I’ll just talk about the more significant one. = kitty and Waddington At the very first beginning: Then: At the end: = Dr Fane and Colonel Yu When Colonel Yu met Walter, Then, after At the end: =Kitty and sung chingAt first, Sung Ching was appointed by Colonel Yu to protect Kitty due to the anti-foreigner atmosphere in china, kitty felt like she was guard as a prisoner Then, she started to reject Sun Ching’s protection and treat him badly when she was finding Mr. Waddington for mailing the letter, tell him to go away and she does not need him At the climax of the anti-foreigner movement, Sun Ching saved Kitty and Walter from the crowd, on the next day, kitty then ask Sun Ching to come with her friendly. Mei-tan-fu Background info = a village mad up by the author, not a real village (at first ? lanned to build a new village of Mei-tan-fu in Guangxi, however, the cost is too huge and overwhelming ? sent a scout to find a village for the film ? found a completely untouched village = Huang Yao – 800 years history; untouched because there’s no telegraph poles or anything else to contact people in other places? perfect for shooting The rivers and mountains shoots are taken from Huang Yao, it’s from Guangxi ~> on-location (means the film is shot at the actual place where the action occurs) Mei-tan fu is a place with many significance in the film, please pick one to and explain why.Significances: = new home of the Fanes = the place where death rest – Chinese villagers/ walter/ kitty seeing two corpses + colour of lights 1st: the corpse of a villager pass along the same road of Kitty and Walter’s sadden chairs 2nd: the hut where kitty and walter stays – the doll on the bed of kitty’s room Walter: â€Å"I won’t touch that if I were you, they may have died in that bed† 3rd: the corpse of a villager on the side of the road when Kitty walked out from Mr, Waddington’s house 4th: the bodies are buried too close to the river th: the death of Sister Maryse 6th: the soldiers removing corpses from the villagers’ house 7th:the death of walter =a place for reunion -kitty and walter=a place where they fall in love again Before the union, Walter and Kitty were separated spiritually due to the affair . /. kitty and charlie How – after kitty had heard from the nuns about Walter helping the orphans? stating to know that he is a good man and wants to impro ve their relationship.After Walter had seen Kitty playing with the orphans, he started to have better feelings for Kitty After the union, their relationship has been recovered, they even have sex after drinking with Mr. Waddington and XX. Then they travel on the boat to let Kitty visit the water XX. =changes brought by cholera(+ve and -ve) – kitty(+ve)/ walter(+ve &-ve)/ colonel yu(+ve) Described by Kitty- no place for a woman; madness for me to go Described by Dr. Fane – small town on a tributary of Yangtze River, in the interior Film language: colour of light, long shot,

Analysis Of Homer s The Odyssey - 1128 Words

The Odyssey shows a lot of different stereotypes for women throughout the book, taking action to get what they want. Odysseus is trying to get back home after ten long years since the fall of troy, and his son is going out to find him. Throughout the book Odysseus meets lots of woman who vary in personality. He meets woman with the stereotypes: â€Å"mantis†- dominant, eats its mate, destroys to gain power, feared by many. â€Å"Damsel in distress†- persecuted maiden, woman placed in a dire predicament requires a hero to rescue her, relatively weak and frail. â€Å"Seductress†- reveals a man s weakness, great beauty and sensuality, heavily chastised through alienationl rejection. He meets two woman named Circe and Calypso. Calypso whose is portrayed by Homer as a â€Å"Seductress† and Circe portrayed as a â€Å"Mantis†. He first has a love affair with the witch-goddess Circe, and later on gets imprisoned on Calypso’s island for 7 years. In Ho mer’s Odyssey, both Circe and Calypso seek power through female stereotypes; however, Circe and Calypso’s ability to understand helps them retain that power, conveying the message that once people understand each other good things can come out of it. Although Odysseus is married to Penelope and she refuses to marry another man, he has a couple love affairs throughout his journey. Circe and Calypso at first are very surprised that Odysseus has come to visit and have different reactions towards that. Calypso slowly starts to lure him in: â€Å" Come now, put up yourShow MoreRelatedAnalysis Of Homer s Odyssey By Homer1202 Words   |  5 Pagescoping with the idea of losing his father and letting others to rule Ithaca. It is noticeable from the beginning of The Odyssey, written by Homer that Telemachus finds himself in a complicated situation where his life is seen to be in danger. He is a character of being distance from people. The idea of Telemachus becoming his own father, threatens suitor’s control in Ithaca. Homer describes Telemachus as a teenager who has not found himself and is on a mission to become an adult as his father. TelemachusRead MoreAnalysis Of Homer s Odyssey By Homer1095 Words   |  5 Pagesused in Hom er’s Odyssey is the digression. The digression is departure from the main storyline that does not alter the action of the story, but adds a layer of sentimental content to the plot which usually helps underscore themes central to the story. The digressions in the Odyssey are meticulously written with great attention to detail just like the rest of the epic, and they truly help readers grasp the important aspects of the story. The liberal use of digression in the Odyssey helps build a vividRead MoreAnalysis Of Homer s Odyssey By Homer2018 Words   |  9 PagesThe Odyssey by Homer is more light in tone than the Iliad, of the same author: The good wins while the evil is punished. Even though the gods are still strict, the relationship between Odysseus and Athena is a more sincere and equal a relationship than between God and Man in the Iliad. Odysseus is distinguished not only by his bravery, but largely by his intellect and cunning. He is the type of resourceful man whom never gives up, thinks of the causes, is reverent and never gives in. The Odyssey isRead MoreAnalysis Of Homer s Odyssey, By Homer915 Words   |  4 PagesThroughout the Odyssey, the hero, Odysseus is portrayed in two different and contradicting lights: the wise hero and the capricious leader blinded by his own pride. The epic writer, Homer, embodies the theme of hubris throughout Odysseus’ journey home. The idea of hubris, a trait of excessive pride, significantly develops personalities of characters within The Odyssey, and Homer ultimately creates a statement about excessive pride. The dual portrayal of Odysseus leads the reader to ultimatelyRead MoreAnalysis Of Homer s Odyssey By Homer Essay1479 Words   |  6 Pages The word â€Å"Family†, according to Merriam Webster, is thought to be a group of people brought together by common affiliation. The same cannot be said for the culture in the Odyssey by Homer. In the Odyssey, Odysseus is trying to get back home from fighting in the Trojan War. He has been away from home for almost 20 years longing to just be reunited with his kinfolk. Along the way, he comes across many obstacles that hinders him from reaching his home and family in in Ithaca. Luckily, the memoriesRead MoreAnalysis Of Odyssey By Homer s Odyssey2253 Words   |  10 Pagesand Midwifery Council, 2006). The literature surrounding the subject of mentorship is vast and fails to provide a single definition, however the terms used are often similar. Colley (2000) writes that the word mentor originated in Homer’s poem ‘Odyssey’ in which the character oversees the development of Telemachus. Usually mentoring describes the process of an experienced team member using their skills and knowledge to educate and develop a junior or less skilled co-worker (Chartered Institute ofRead MoreAnalysis Of Homer s The Odyssey 1483 Words   |  6 PagesViolence in The Odyssey Violence in Literature can take any form, whether it be natural disaster like and earthquake or a human based disaster like war (Campbell). In Homer’s The Odyssey both types are found†¦ whether it’s Odysseus’s hardships like making it home or dealing with the wrath of the god Poseidon. Every violent scene has its own reasons, some are more reasonable than others. For instance, the gods were angered by the disobedience of the mortals, this is more reasonable than the killingRead MoreAnalysis Of Homer s The Odyssey 795 Words   |  4 Pages Odysseus Epic Hero In the Epic, â€Å"The Odyssey, spoken by Homer, conveys a heroic tale of an epic hero named, Odysseus, who faces many challenges as he sails to get home. One of the tasks Odysseus faces is, The Sirens, who challenge Odysseus s will power. Another challenge Odysseus encounters is, â€Å"The Cyclops, who torments and slaughters some of Odysseus s men due to his curiosity. One of the hardest threats he had to confront was, â€Å"The Land ofRead MoreAnalysis Of Homer s The Odyssey1636 Words   |  7 PagesGreek society, Homer’s The Odyssey provides a detailed insight into the values of this intricate culture. In particular, this epic discusses the ways in which the deathless gods influence the fates of the mortals. The overall impact of the gods’ power is the mental straining that emerges from the unrelenting conflict of man versus immortal. Likewise, the actions and misfortunes of others also catalyze this extremely significant and powerful mental battle. Homerâ€⠄¢s The Odyssey reveals the values of ancientRead MoreAnalysis Of Homer s The Odyssey 1455 Words   |  6 PagesMarch 4th, 2016 Odysseus’s Voyage from Pride to Modesty In the Odyssey, Homer portrays Odysseus as a strong, courageous leader who not only uses his physical strength, but also, his wit to problem solve and defeat his opponents. While Odysseus possesses many valuable traits that help him become the great leader he is, he also has one major character flaw--his hubris. Through his long trek back home to his wife and estate in the Odyssey, we see Odysseus slowly grow as a person and become slightly more

Comparing Aristotle And John Stuart Mill - 1130 Words

Chelsea Kearney PHIL 231: Ethics 28 April 2015 Essay 2 Comparisons on Pleasure in Morality The role of pleasure in morality has been examined thoroughly throughout the beginning of philosophy and continues to be a questionable issue. With these in-depth examinations, some similar outlooks as well as differing views have been recorded. Many philosophers have dissected this important topic, however I intend to concentrate of the famous works of Aristotle, Immanuel Kant, and John Stuart Mill. After meticulously analyzing each of the above philosophers’ texts, I personally prefer the position of utilitarian and Benthamite, John Stuart Mill. After comparing and contrasting the positions and reasonings of these philosophers, I will demonstrate my own reasons why I have chosen John Stuart Mill as the most established in his theory of the role of pleasure in morality. Aristotle was a particularly influential Grecian philosopher and student of Plato who lived from 384BC- 322BC (ADD CITATION). Within Nicomachean Ethics, Aristotle outlines the thoughts of the general population along with his regards and rationales in explaining many philosophical premises. But to concentrate on how Aristotle feels about the role of pleasure in morality, Aristotle introduces the idea that â€Å"most people think happiness involves pleasure.† He goes on to interpret the roles of different pleasures and their virtues and vices, giving examples such as as bodily pleasures and soul pleasures.Show MoreRelatedReconciling Moral Theories889 Words   |  4 Pagesthe compatibility of their particulars can be a daunting task. Determining the compatibility of John Stuart Mill’s modern moral theory of utilitarianism with Aristotle’s pre-modern moral philosophy will involve an in-depth exploration for each moral philosophy, comparing and contrasting the smallest details of each. To start, an understanding of Aristotelian moral philosophy is fundamental. Aristotle basesd his theory on the concepts of â€Å"virtue,† coming from the Greek word â€Å"arà ªte† meaning â€Å"excellence†Read MoreSimilarity Between Religion And Utilitarianism813 Words   |  4 Pagesassert that religion is utilitarian. The views of Aristotle and those of Mills on ethics are different. While Aristotle’s focuses on individual happiness, Mill focuses on the happiness of the community as a whole. Mill and Aristotle had very different views on individual happiness. Mill believed that pleasure and the absence of pain are what make an individual happy. On the other hand, Aristotle believed that happiness arises from virtue. Aristotle argues that virtue, which is a trained faculty ofRead MoreThomas Aquinas And John Stuart Mill1582 Words   |  7 PagesPhilosophers that made a huge impact on us all are Aristotle, Thomas Aquinas, Immanuel Kant and John Stuart Mill. All four philosophers are very well known for their intelligence and work in the ethics community. Although all of the philosophers have the same goal of defining ethics and how we should behave in terms of the highest good for human beings they all do it in different ways in which they feel is the proper way. Throughout this paper I wil l be comparing each of the four main Philosophers that weRead MoreJohn Stuart Mill And Utilitarianism983 Words   |  4 Pagessingle-criterion solutions attractive toward rapid and effective problem solving. Comparing deontological and consequentialist ethics by single criterion dynamic: Deontological rule based ethics, with Immanuel Kant and Categorical Imperative drive decisions through rule or principle to be applied; which means, consequences do not matter morally. In the other hand, Consequential ends based ethics, with John Stuart Mill and Utilitarianism, drive decisions through the amount of happiness to be producedRead MoreHelping The Community Is A Big Part In How Our World Grows1913 Words   |  8 Pageswhile as a society we should be focused community in order to fulfill our basic human needs. A substantial proponent of charity would be Aristotle. Aristotle believed in two types of virtues, moral and intellectual. Virtues, as he explained, are not naturally given and moral virtue is accumulated through acts and habits. In the eyes of the public, Aristotle finds it important that humans focus on those around us and in the community in order to live a happy life. Being involved in a society addsRead MoreThe Ethics Of Virtue Ethics925 Words   |  4 PagesVirtue ethics is a normative theory whose foundations were laid by Aristotle. This theory approaches normative ethics in substantially different ways than consequentialist and deontological theories. In this essay, I will contrast and compare virtue ethics to utilitarianism, ethical egoism, and Kantianism to demonstrate these differences. There is one fundamental aspect of virtue ethics that sets it apart from the other theories I will discuss. For the sake of brevity and to avoid redundancy, I willRead MoreJohn Stuart Mil l s The Principle Of Utility As The Standard For Determining The Rightness Of Actions779 Words   |  4 PagesUtilitarian theory was given by John Stuart Mill and it accepts the principle of utility as the standard for determining the rightness of actions. According to this theory, our actions are right in proportion as they tend to promote happiness, wrong as they tend to produce the reverse of happiness. An act is right if it produces the best aggregate consequences for all those affected by that given act. Thus, consequences of an action are the focus of this theory and as it takes into considerationRead MoreImmanuel Kant And John Stuart Mill Essay2002 Words   |  9 Pageswidely known ethical philosophers are Immanuel Kant and John Stuart Mill. While they may have philosophized around the same time period, the philosophers have very different ideas about ethics and happiness. Immanuel Kant, author of Duty and Reason, believed in the morality of the good will and duty. He espou sed that happiness is an irrelevancy insofar as fulfilling duty is the most important aspect of leading a moral life. Conversely, John Stuart Mill, who wrote, The Greatest Happiness Principle, is wellRead More John Stuart Mill Essay examples1834 Words   |  8 Pages Who is John Stuart Mill? John Stuart Mill was born on May 20, 1806, in London, England. He was mostly known for his radical views. For example, he preached sexual equality, divorce, universal suffrage, free speech, and proportional representation. He had many works of writings such as Principles of Political Economy, On Liberty, The Subjections of Women, and the Three Essays of Religion: Nature, the Utility of Religion, and Theism. nbsp;nbsp;nbsp;nbsp;nbsp;John Mill was the eldest son of JamesRead MoreAnalysis Of Antonin Scalia s The Court Of The Supreme Court975 Words   |  4 Pagesdetermine when, and in what direction, evolution has occurred? Is it the will of the majority, discerned from newspapers, radio talk shows, public opinion polls, and chats at the county club? Is it the philosophy of Hume, or of John Rawls, or of John Stuart Mill, or of Aristotle? As soon as the discussion goes beyond the issue of whether the Constitution is static; the evolutionists divide into, as many camps are there are individual views of the good, the true and the beautiful† (pg. 216). He concludes