Ex Ball Player Essays - Fencing, Flick, Pump,

Ex Ball Player In everyone's life there will be peaks and valleys. What happens when a boy peaks before he has even had the chance to be a man? Can he be content to live in his remembrances of the past even though he seemingly has no future? John Updike's poem, Ex-Basketball Player, suggests that whether happy or not, both the man and the town he lives in need those remembrances. They need them so much, in fact, that the man and town become dependant on each other for reaffirmation of the past. The poem is built around the character Flick Webb, who was a highschool basketball star, but is now confined to the monotony of pumping gas the small town where he was born and raised. Updike does not take an obvious "good or bad" stance on Flick's situation, but rather uses imagery to portray a dark, dingy world of the present and contrast it with the bright, shining glory of Flick's past. The imagery is evident in the first two lines of the poem, where Pearl Avenue "bends with the trolley tracks and stops, cut off." (2) Already we see that Flick's future has been cut short, like the very road that leads to Berth's Garage, where he pumps gas. In fact, the train even passes by the very high school Flick attended. Like Flick, though the train passes the high school, it does not go far beyond. The words "cut off" are the key to understanding Flick's situation. Abruptly, his course was changed. Without warning, his stardom was exchanged for mediocrity. A highschool basketball star's glory days were cut off by the striking reality that he, as the poem suggests, "never learned a trade." (19) In the poem's next stanza, it becomes obvious that Flick is out of place amongst the "idiot pumps" (7) with their "rubber elbows hanging loose and low." (9) The imagery suggests that these inanimate objects are as close as Flick comes to any sort of real contact with others, as is further suggested by the last stanza of the poem, in which he ignores Mae to stare of into "applauding tiers of Necco Wafers, Nibs, and JuJu Beads." (30) The reference to one of the pumps as"more of a football type" (12) also points to the fact that Flick views the world through sports analogies and his past. The fact that there are five pumps, like five men on a basketball court for each team, also suggests that Flick still views life in terms of basketball. These facts affirm the notion that Flick did not concentrate on anything other than basketball throughout his formative years. Not relationships with others, not academics, not a fallback plan. Just basketball. The term "idiot" used to describe the pumps (7) also separates Flick from the other basketball players he used to play with and against. Just as he is out of place amongst the pumps, his talent put him out of place amongst his peers. In fact, though he was revered and lauded, Flick was never really a part of the town. His presence was merely ornamental, and continues to be. The theme that Flick is not necessarily unhappy, but out of place, continues throughout the poem. As we are told that "the ball loved Flick" (16) and "he was the best," (14) we see that it is not just Flick who looks upon his past with a sort of admiration and pride. It is the entire city. He is, in fact, the local hero. The boy who didn't exactly make it big, but he made it big enough that he's remembered. Perhaps the town longs for that hero the same way Flick does. But it is not longing for Flick, specifically. What the town, as represented by the narrator, wants is another hero. Until one comes along, they will live vicariously through Flick's past. "As a gag, he dribbles an inner tube, but most of us remember anyway," (21-22) the narrator muses. It's as though Flick wants to remind the town of his past, but he has no need, for they cling to it just as he does. He does not see people, he sees spectators. He does not see gas pumps, he sees opponents, team mates, and athletes. He does not see candy, he sees a highschool gymnasium full of adoring fans. And likewise, the town does not see a person, but the person's past. It appears to be a very mutual need for reminiscence. However, Flick and his

Shared Trait Between Humans and Chimpanzees Essay Example

Shared Trait Between Humans and Chimpanzees Essay Example Shared Trait Between Humans and Chimpanzees Essay Shared Trait Between Humans and Chimpanzees Essay Shared Trait between Humans and Chimpanzees Anthropology 101 Section Fall 2010 Professor Diane Sank For many years, numerous individuals including anthropologists have attempted to explain how a single species evolved into another. From the time of Charles Darwin to Creationism, anthropologists have established that chimpanzees are human’s closet relative. Furthermore, with the extensive voluminous amount of information, not only are chimpanzees genetically and evolutionary similar to human but share analogous traits. For instance, chimpanzees like human make and utilized tools in various techniques. Another trait shared is eutheria, where offspring depend on the placenta and grown internally of their paternities. In addition to the highly mobile digits that assist chimpanzees in grasping and climbing. These illustrations are just a few. This paper is twofold; to highlight humans and chimpanzees shared traits that can aid in recreating the past of humans, secondly to heighten my knowledge of the evolution of humankind and chimpanzees. Human are classified in the primate order. The primate order contains countless species of prosimians, monkeys, apes, and us. Moreover even though humans are classified along with other primates the nearest relative is chimpanzees. Similarly, humans and chimpanzees share, â€Å"anatomy, and genetic material† that has been noted for several years now. By sharing similar traits it is noted as a vital part of human evolution. Human evolution is the development of humans also known as Homo sapiens. Homo sapiens are categorized in the Hominidae family, a family that has shown to ensure increased brain size with complexity and bipedalism. Chimpanzees have undergone many different changes during that resulted in binocular vision, mobile digits without claws but nails, decreasing in sense of smell due to a reduced snout, large and complex brains. Specific traits are illustrated distinctively within humans (Kottak, 2009). The first trait chimpanzees share with humans is grooming. Grooming is the action of cleaning oneself or another. The purpose of grooming among primates has many functions. The first is to clean another while the other is is sharing a bonding experience with a partner or friend. Both primates experience, â€Å"friendless, submission, appeasement or closeness†¦ embracing, touching, and jumping up and down. † These behaviors assist in shaping closeness between the two chimpanzees taking part in grooming (Haviland, Prins, Walrath, amp; McBride, 2005). Two chimpanzees sit face to face with each other and perform these procedures. Chimpanzees use their digits to â€Å"remove parasites or detritus from another’s hairy body surface,† resulting in the consumption of parasites There are different grooming habits among chimpanzees. For instance, some chimpanzees groom each other face to face while other chimpanzee let the one being groomed to move about as they feel. Some chimpanzees use sticks, or leaves as tools for grooming. In humans grooming is also used as a bonding experience for example between mother and child (McGrew, 1998). The second trait is the increase in the size of the brain and complexity. Primates have the highest intelligences. The size and complexity of brain enables primates to retain additional information to utilize in tool making or climbing. The advantages of a large brain with complexity assist in â€Å"navigat[ing]†¦find[ing] food in a highly complex environment. † The brain size of chimpanzees is larger than most other mammals (Kottak 2006; Stanford, Allen, Anton, 2006). The third trait is highly mobile digits. In humans mobile digits are hands. Chimpanzee’s highly mobile digit allows them to grasp items and climb trees more efficiently. Chimpanzees like human have five fingers on both digits (hands and toes). Primates also have opposable thumbs and tactile pads. Tactile pads empower chimps to have great sensitivity to what they come into contact with. The tactile pads are located at the end of chimp’s digits. Chimps do not have claws but nails (Kottak, 2009). The fourth trait chimps share with humans is tool making. Chimps are every diversified in utilizing and make tools. Chimpanzees construct their tools from surrounding material within the forest such as twigs, bark, and leaves. Tool constructed have multiple functions. For example leaves can be rolled to create a cup for drink water. Another example is utilized leaves for fishing and grooming varies parts of another chimpanzee. Finally leaves can be used in pre –mating procedure and to make medication. Chimpanzees also utilized tools to gather food such as sticking sticks into the ground to gather ants and termites for food. Chimpanzees are able to use their surrounds to help create everyday task to be performed with ease (McGrew, 1998). The fifth trait chimpanzees share with humans is being eutheria. Eutheria are mammals who reproduce internally via placenta. Similar to human chimpanzees do not have a breeding season. This allows chimpanzees to mate at any time of the year. Since mating seasons do not exist in chimpanzee culture, the majority of female chimpanzees throughout their life becomes pregnant or nurse constantly. Once offspring are born they are: â€Å"Dependent for 4 or 5 years†¦chimpanzee infant cannot survive if its mother dies before it reaches the age of 4 at the very least†¦ During the juvenile period, young primates are still dependent upon the largest social group rather than on their mother alone, using this period for learning and refining a variety of behaviors. If the juvenile primate’s mother dies, he or she will be â€Å"adopted† by an older male or female member of the social group. † Not only does the infant depend on their mother for a period in time, the community takes care of them as they reach a certain age (Stanford, Allen, Anton, 2006). The sixth trait chimpanzee share is bipedalism. Bipedalism is the art of walking on two legs. This trait is a major trait that has evolved. Chimpanzees usually walk on all fours. However at times chimpanzees walk bipedally when they have to hold something in their hand. Furthermore Chimpanzees â€Å"cannot sustain bipedalism locomotion for more than 50 to 100 yards [before retracting to] knuckle-walking† (Haviland, Prins, Walrath, amp; McBride, 2005). Human infants like chimpanzees walk on all fours, at times walking bipeadlly shortly until they retract to walking on all fours. The seventh trait is the act of playing. The process of playing among chimpanzees is learning skills that can be used later in life as adults. The act of playing is shown not only in infants but juveniles as well. Infants and juveniles play to â€Å"learn about their environment†¦social skills†¦ [and] testing a variety of behaviors. The act of playing is a tool for learning how certain things work and what is and not accepted in their community (McGrew 1998; Stanford, Allen, Anton, 2006). The eighth trait chimpanzee share with humans is the art of learning. Since the brain of a chimpanzees has increased in size and complexity this trait has assisted in advan tages. Younger chimpanzees stay close to their mothers in order to learn how to perform certain task. For example, chimpanzees in West Africa use stones to crack open nuts. At first the offspring fail to perform the task until a great deal of practice is chieved. This process is call aping, the act of observing then imitating the adult they learned from (Haviland, Prins, Walrath, amp; McBride, 2005). The ninth trait is sexual behavior among chimpanzees. Chimpanzees and humans alike are promiscuous. The reason being primates do not have a set partner, another primate to mate with and stay with as a neutral family. Within chimpanzees communities both male and female engage in finding partners to mate with. There is no standard for the men to only look, but women take part in finding a mate rather than waiting for one. Female chimpanzees similar to humans go through several periods in time when they are vulnerable to impregnation. This period in time is known as estrus, not only where the female is vulnerable to impregnation but skin surrounding the genitals swell. In a recent study â€Å"twelve to fourteen males have been observed to have as many as fifty copulations in one day with a single female in estrus†(Stanford, Allen, Anton, 2006). Sexual promiscuity is a norm in chimpanzee’s community as well as humans. In our culture sexual promiscuity is portrayed in the form of pornography. Even though it is frowned upon individuals still take part in it. The tenth trait similar to humans is communication. Chimpanzees have diverse calls that can be visualized with face and body expressions. There are various calls such as, â€Å"warning calls, threat calls, defense calls, and gather calls†¦ [that accompany] gestures and postures†¦. [that is at] the level of a 2 to 3 –year-old human child† (Haviland, Prins, Walrath, amp; McBride, 2005). Chimpanzee unlike humans cannot speak but they do display language skills incorporating by call and gestures. I have learned that chimpanzees are extremely intelligent and should be studied more often. In my opinion chimpanzees are becoming more and more intelligent than the average American. For example some American can barely read and write let alone communicate their wants and needs. While chimpanzees communicate their wants and needs by using gestures and postures. It is extremely heartbroken more and more primates are slowly being extinct or becoming research models not to benefit the understanding of their ways but for biomedical research. It truly was remarkable learning about chimpanzees an there shared trait humans’ utilize as of today. I am grateful and wish someday I too like Jane Goodall can do research on primates to learn their ways. We as humans should learn more and take care of our closest relative then would we truly understand their ways and ourselves. Chimpanzees, Pan Troglodytes, have acquired traits that are established already in humans. Chimpanzees are highly intelligent primates who display eutheria, the process of growing their offspring internally. Chimpanzees are extremely social creatures that take part in grooming as a process of bonding with another primate. While infants and juvenile learn through play which creates a learning environment for the children to learn what they will be required to know when they are adults. The increase in brain size and complexity has assisted chimpanzees to make and utilize tools, walk bipedally, and able them to climb and grasp with their high mobile digits. It begs the question: what will the future hold for the evolution of humans as chimpanzees become more and more rick in knowledge? ***This report contains 9,445 characters and 1,788 words**** References 1. Haviland, W, Prins, H, Walrath, D, amp; McBride, B. (2005). Living primates. In N. Root (Ed. ), Anthropology: the Human Challenge (pp. 62-87). Canada: Wadsworth. 2. Stanford, C, Allen, J, amp; Anton, S. (2006). Biological anthropology. New Jersey: Pearson Education. 3. Kottak, C. (2009). Anthropology: The Exploration of Human Diversity. New York: The McGraw Hill Companies. 4. Culture in nonhuman primates. (1998). Annuals Review of Anthropology, 27, 301-328.

Free Essays on Nikki Giovanni

The Poems of Nikki Giovanni This research is a study of poems of Nikki Giovanni, a twentieth century African American writer. Giovanni is very versatile writer; she wrote novels, short stories, as well as essays. The most outstanding works of Giovanni includes â€Å"Black Judgment†, â€Å"Black Feelings and Black Talk†, and â€Å"Re: Creation†. Nikki Giovanni has received three NAACP Image awards for her most recent collection; also she is the first recipient of the Rosa Parks Woman of Courage award and holds the Langston Hughes Medal for outstanding poetry. Nikki Giovanni was motivated to write politically and artistically radical poems aimed at raising awareness of black rights and promoting the struggle for racial equality. This study however includes a number of Giovanni’s poems where in social injustice is the principle theme. According to Giovanni African Americans were treated unfairly and human rights were abused. Giovanni uses example of issues with African American, strugg les of radical equality, and crimes against humanity. In this poem â€Å"Concerning One Responsible with Too much Power†, Giovanni illustrates social injustice by creating images of what social injustice means. â€Å"Scared? Are responsible Negroes running scared? I understand I’m to be sued and you say you can’t fight fifteen hundred national guards, men so you’ll beat the shit out of poor Black me (no doubt because I’ve castrated you) dynamite came to your attention and responsible negroes tell the cops your tongue must be removed since you have no brain to keep it in check aren’t you turned around teaching tolerance how can I tolerate genocide my cup is full and you already know we have no ability to delay gratification. I only want to reclaim myself I even want you to reclaim yourself but more and more I’m being convinced that death responsible Negro is the first step toward my reclamation it’s very sad I’d normally stop and cry but... Free Essays on Nikki Giovanni Free Essays on Nikki Giovanni The Poems of Nikki Giovanni This research is a study of poems of Nikki Giovanni, a twentieth century African American writer. Giovanni is very versatile writer; she wrote novels, short stories, as well as essays. The most outstanding works of Giovanni includes â€Å"Black Judgment†, â€Å"Black Feelings and Black Talk†, and â€Å"Re: Creation†. Nikki Giovanni has received three NAACP Image awards for her most recent collection; also she is the first recipient of the Rosa Parks Woman of Courage award and holds the Langston Hughes Medal for outstanding poetry. Nikki Giovanni was motivated to write politically and artistically radical poems aimed at raising awareness of black rights and promoting the struggle for racial equality. This study however includes a number of Giovanni’s poems where in social injustice is the principle theme. According to Giovanni African Americans were treated unfairly and human rights were abused. Giovanni uses example of issues with African American, strugg les of radical equality, and crimes against humanity. In this poem â€Å"Concerning One Responsible with Too much Power†, Giovanni illustrates social injustice by creating images of what social injustice means. â€Å"Scared? Are responsible Negroes running scared? I understand I’m to be sued and you say you can’t fight fifteen hundred national guards, men so you’ll beat the shit out of poor Black me (no doubt because I’ve castrated you) dynamite came to your attention and responsible negroes tell the cops your tongue must be removed since you have no brain to keep it in check aren’t you turned around teaching tolerance how can I tolerate genocide my cup is full and you already know we have no ability to delay gratification. I only want to reclaim myself I even want you to reclaim yourself but more and more I’m being convinced that death responsible Negro is the first step toward my reclamation it’s very sad I’d normally stop and cry but...

A Student Lesson Plan for Writing Story Problems

A Student Lesson Plan for Writing Story Problems This lesson gives students practice with story problems by teaching them how to write their own and solve the problems of their classmates. The plan is designed for third-grade students. It requires 45 minutes and additional class periods. Objective Students will use addition, subtraction, multiplication, and division to write and solve story problems. Common Core Standard  Met This lesson plan satisfies the following Common Core standard in the Operations and Algebraic Thinking category  and the Representing  and Solving Problems Involving Multiplication and Division subcategory. This lesson meets standard 3.OA.3:  Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Materials White paperColoring pencils or crayonsPencil Key Terms Story problemsSentencesAdditionSubtractionMultiplicationDivision Lesson Introduction If your class uses a textbook, choose a story problem from a recent chapter and invite students to come up and solve it. Mention to them that with their imaginations, they could write much better problems, and will do so in todays lesson. Instruction Tell students that the learning target for this lesson is to be able to write interesting and challenging story problems for their classmates to solve.Model one problem for them, using their input. Begin by asking for two student names to use in the problem. Desiree and Sam will be our examples.What are Desiree and Sam doing? Going to the pool? Getting lunch at a restaurant? Going grocery shopping? Have the students set the scene as you record the information.Bring the math in when they decide what is going on in the story. If Desiree and Sam are getting lunch in a restaurant, maybe they want four pieces of pizza, and each piece is $3.00. If they are grocery shopping, maybe they want six apples at $1.00 each, or  two boxes of crackers at $3.50 each.Once the students have discussed their scenarios, model how to write a question as an  equation. In the above example, if you want to find the total cost of the food, you may write 4 pieces of pizza X $3.00 X, where X represents the t otal cost of the food. Give students time to experiment with these problems. Its very common for them to create an excellent scenario, but then make mistakes in the equation. Continue working on these until they are able to create their own and solve the problems that their classmates create. Assessment For homework, ask students to write their own story problem. For extra credit, or just for fun, ask students to involve family members and get everyone at home to write a problem, too. Share as a class the next day- its fun when the parents get involved. Evaluation The evaluation for this lesson can and should be ongoing. Keep these story problems bound in a three-ring binder in a learning center. Continue adding to it as students write more and more complex problems. Make copies of the story problems every so often, and collect these documents in a student portfolio. The problems are sure to show the students growth over time.

Introduction To Political Science Essay Example | Topics and Well Written Essays - 2250 words

Introduction To Political Science - Essay Example The essential test of a democracy has been the belief that the source of political authority must be and remain in the people and not in the ruler. The people have the freedom to determine the nature and content of political power, to place and replace magistrates in positions of political trust, to enact and revoke the laws by which they are governed. In short, it will be self-government; it will be in consonance with and be based upon the development of personality and individuality in every self. (Barker, 1958, p.36). It will be government by the people, not as an unorganized mass but as an organized society of living selves; not in terms of gender, color, ethnicity or other differentiating stipulations in society, but as citizens of the country. It will not rest on mere numbers, but on the quality and value of social life, particularly on the two pillars of Liberty and Equality, which are at once its foundation and its product. To the extent that there is a denial or abridgement of either of these principles to any section of people in a society, to that extent there will be the 'shortfall' in the operation of democracy in that society. And the section of the people deprived of the enjoyment of any of these principles will find it difficult to be elected to positions of political trust. Based on these tenets, we examine why so few women in the USA, as of now, occupy positions of political leadership in the country. Denial of civic equality to women. For much too long a period, American democracy has not been an inclusive political community. Large sections of 'citizens' were excluded from enjoying the basic rights of a citizen, namely the right to vote. For more than 150 years after the American democratic and republican constitution came into existence, American women were denied the right to vote. They secured it only after years of 'struggle' to be recognized as equal citizens of the country along with the men citizens, with the passage of the 19th amendment to the U.S. Constitution in 1920. This was granted about a century after Frances Wright, a Scottish immigrant had first advocated women's suffrage in a series of lectures in 1826. The 'struggle' to secure equal rights for women in electing the representatives to the national and state legislatures continued sporadically during the first half of the 19th century. In 1840, Lucretia Mott and Margaret Fuller, the author of the book The Great Lawsuit; Man vs. Woman became acti ve in Boston. Efforts to gain various women's rights were subsequently led by women famous in the American feminist movement such as Susan B. Anthony, Elizabeth Cady Stanton, and Paulina Kellogg Wright Davis. In 1869 Susan B. Anthony and Elizabeth Cady Stanton founded the National Woman Suffrage Association with the object of securing an amendment to the Constitution in favor of woman suffrage. The American Woman Suffrage Association, headed by Lucy Stone, was also formed at this time by those who believed that suffrage should be brought about by amendments to the various States constitutions. In 1890, these two bodies united into one national organization, led by Susan B. Anthony, and known as the National American Woman Su

Diversity-Impact of globalization Essay Example | Topics and Well Written Essays - 1000 words

Diversity-Impact of globalization - Essay Example Multi national companies working in different countries need to be monitored with varied administrative techniques to keep in the track with the changing face of the industrial and economic environments to tune up the organization according to these changes. Diverse culture demands coordinating with workforce from different cultural back ground etc. These employees are to be empowered to organization goals and objectives to turn them towards organizational excellence. The author in the article has asserted the need to give due importance to the diversity of top executives of the different regional background to work in different regions to understand the native environment and enhance the reach to the overseas employees. The racial discrimination in the top notch companies executive level positions have been highlighted where most of the individuals are white-skinned. The notion that the other section of employees are been confined to the middle level management positions was ably raised as a concern. The example that Pepsi Co adopted to hire diversified workforce to lead different regions has clearly justified the importance of diversity in work environment and the growing importance of women in prime positions in organization. The vital reason here that has to be noted is the Asian and African countries have had made rapid development and in order to gain benefits from their manpower and service excellence, the organizations has to provide them freedom to act on an issue and give them an opportunity at their native regions to lead the firm performance. The women workforce value has to be recognized and they have to be encouraged to implement their strategies in pursuit of the organization... http://edis.ifas.ufl.edu/hr022 Written by Kelli A. Green, Mayra Lpez, Allen Wysocki, and Karl Kepner, Extracted from Diversity in the Workplace: Benefits, Challenges, and the Required Managerial Tools1

Should regular gasoline be replaced by hybrid cars in the next 20 Essay

Should regular gasoline be replaced by hybrid cars in the next 20 years - Essay Example Bursting fossil fills causes certified air defilement and harms the earth, since there is at some point to use up fossil fortifies. Gas is the rule fossil powers for planet force supply and the examination of power approach by Shahriar Shafiee and Erkan Topal in the University of Queensland acknowledges a steady compound rate and registers that spare utilization times of gas is harshly until 2036. That means there are only 23 years left for us to use up gas. Today air pollution is growing in perspective of nursery gases from cars. Cars accept a significant part in the social request however the natural effect by them is the vital issues on the planet additionally. Fortunately, designing in making cars is moved all around the years, hybrid automobiles have been composed and upgraded in the latest century, which is an alternate choice with environmtal and cash identified supportability. Thusly, gas cars should be exchanged by hybrid automobiles from now on. Above all, the issue of air tainting is coming to be dead serious in these decades. Dependable with Union of Concerned Scientists, "Todays on-way vehicles handle in overabundance of a third of the carbon monoxide as well as nitrogen oxides in our surroundings and over twenty percent of the a vast temperature support pollution." The investigation and examination profited by diverse experts and also specialists exhibit that automobiles release is one of the key segments to crumble the earth. Besides, there are two sorts of air sullyings through automobiles. Above all else, drain transmissions, which join risky gases, for instance, carbon monoxide, hydrocarbons and particulates. Second, vanish surges, which the nursery gases (carbon dioxide, methane and nitrous oxide) are released into nature (Carey 12-17) while duplicating fossil forces. One of the resultant desire of gas cars is the rising of an all inclusive temperature support. Defilements especially from gas automobiles are releas ed all around

Discipline policy in elementary schools Essay Example | Topics and Well Written Essays - 500 words

Discipline policy in elementary schools - Essay Example It is seen to promote the art of cramming as opposed to reading and understanding the concept. Giving students tests that require them to fill in the blank spaces as opposed to those test that they are required to explain a particular concept is not advisable (Greenwood, Kratochwill & Clements, 2008). This makes the students not to be able to develop the art of making sound decision on their own. It degrades their level of thinking critically about what they have learned in class. When the students get involved in the process of decision-making, they get to learn how they will be able to make their own sound decisions with ease. This is a very important aspect in a person’s life since it goes a long way in helping a person in his/her own personal as well as career life. Group work enables the students to be able to discuss a given issue in unison. It enables the students to dispute an issue in an acceptable way. It enables a student in a group to appreciate the point raised by another student in the group, and not to only be in favor of the point that he/she has raised. It enables a student to be able to understand that another student’s point is just as good as his or hers. Parents should support the school fraternity in instilling discipline in their children’s life. Most of the parents usually leave this task for the teachers, and this can be overwhelming for them. The parents should also take up the responsibility of disciplining their children. Therefore, the parents and the teachers should work hand-in-hand to ensure that the students are well disciplined. The teachers should take up their role diligently. They should use proper methods of disciplining students. They should not punish the students severely. They should give them punishments that are mild and proper. In case a student goes out of line, then the teacher should get the student’s parents and they

The new atkins diet Essay Example | Topics and Well Written Essays - 2000 words

The new atkins diet - Essay Example The diet allows for portion control and an explanation of how the restriction of carbohydrates can be beneficial to people. There is evidence that restricting carbohydrates can be beneficial to those looking to lose weight, with further evidence that restricted carbohydrates can help with diseases such as those involving seizures, Alzheimer’s or type 2 diabetes. Restricting carbohydrates, however, can be seen as restricting the body from some of the food items needed to have a balanced diet. The consideration of the New Atkins Diet is controversial and is likely not a good recommendation for a patient in search of healthy weight control. One of the first things that the writers of the New Atkins Diet state is that the diet was once a fad, but has been proven medically safe for those needing to lose weight (Westman, Phinney and Volek 2010, p. x). Westman, Phinney, and Volek (2010, p. xi) also go on to describe the benefits of low carbohydrate diets to the management of Alzheimer’s, autism, Lou Gehrig’s disease, and brain tumours. The authors do go on to say that there are a great many people, both medical professionals and layman, who do not believe that the Atkin’s form of eating is healthy or practical, but in pursuing their goals to fight obesity, they believe that the once ‘fad’ diet has the potential to revolutionize the lifestyles of those who adhere to their concepts. Looking at the framework within which the eating style is based can begin to reveal whether or not the diet is valuable as a tool for weight loss. Figure 1 is a diagram pyramid that shows how foods should be cons idered in a low carb diet. As the food lifestyle is explained, it is clear that the hope for this version is to make the consumer understand that the diet is not about eating nothing but â€Å"beef, bacon, and butter† (Westman, Phinney, and Volek 2010, p. xv). In Dr. Atkins book of 2002 which further explored his theories on weight loss, the diet is

Pizza Hut Essay Example for Free

Pizza Hut Essay PIZZA HUT was established on June 15 1958 in wichita university campus, wichita, kansas by two brothers FRANK and DAN CARNEY. The brothers had the concept of opening a pizza parlour which was relatively new during the 1950s and the potential of this business was seen by the two. They borrowed around six hundred dollars from their mother to buy second-hand equipments, machineries and rent a small space to open the first Pizza Hut. The next year, the second store was opened in Topeka, Kansas and within a decade Pizza Hut reached three hundred and ten Pizza parlours in various locations serving approximately a million people. In the year 1970, Pizza Hut already had 5,025 branches in the united states alone with half of it franchised. During the same year , the company in 1986 alone amounted to $2 billion. In the years 1990, the total sales of Pizza Hut reached $4 billion world wide. By the year 1996, the sales in the domestic market which is the United States, have reached over $5 million; the company had the largest share of the market in the same year for 46. 4%. in the year 1998, Pizza Hut launched their campaign, â€Å"The Best Pizzas under one roof†, in celebration of the company’s 40th anniversary. COMPANY OVERVIEW: Pizza Hut operates in ninety seven countries throughout the world. As of 2008, Pizza Hut had 7,564 units in the united states and 5,611 units outside the united states (source: Data moniter). Pizza Hut(UK), a privately held company, specialized in the operation of pizza restaurants and takeaways. Pizza Hut(UK) is a subsidiary of United states based Yum! Brands. The company primarily operates in the UK, with the Pizza Hut brand operating worldwide. Its headquartered in Borehamwood, UK. BUSINESS DESCRIPTION: Pizza Hut (UK) specialized in the operation of pizza restaurants and takeaway services. The company operates in four distinct categories of menus: restaurant menu, children’s menu, collection menu, delivery and take-away menu. MAIN MENU: Pizza Hut (UK) restaurant menu includes pizzas; starters and sides; pastas; salad station and salads; lunch buffet and light lunch; desserts, and drinks. The children’s menu includes pizza triangles, delicious margherita pizza, desserts, drinks and buffet. KEY EMPLOYEES: MAJOR PRODUCTS AND SERVICES: The company’s key products and services include the following: Big New Yorker Pizza. Quad Pizza. The Edge Pizza. Stuffed Crust Pizza. Grand Pan Pizza. Sicilian Pizza. Italian Pizza Twisted Crust Pizza. 4 For All Pizza. Pastas. Buffets. Cheesy Bites. Stuffed Crust. SERVICES: Full service restaurants Delivery and Take-Away service. PIZZA HUT SYMBOL: {draw:frame} PIZZA HUT MISSION STATEMENT: We take pride in making a perfect pizza and providing courteous and helpful service on time all the time. Every customer says, â€Å"I†ll be back! †. We are the employer of choice offering team members oppurtunities for growth, advancement, and rewarding careers in a fun, safe working environment. We are accountable for profitability in everthing we do, providing our shareholders with value growth. CORE VALUES: P. E. A. L. S. PASSION for excellance in doing everthing EXECUTE with positive energy and urgency. ACCOUNTABLE for growth in customer satisfaction and profitability. RECOGNIZE the achievement of others and have fun doing it. LISTEN and more importantly, respond to the voice of the customer. MAJOR COMPETITORS: Domino’s Pizza, Inc. Papa John’s International, Inc. McDonald’s Corporation ACHIEVEMENTS: {text:list-item} In 1986 Pizza Hut introduced delivery service, which played a vital role in the career of Pizza Hut. Out of all existing Pizza chains, Pizza Hut had the largest market share, 46. 4%. However, Pizza Hut’s market share has slowly eroded because of intense competition from their rivals of Domino’s and other fast food take away restaurants. These competitors alway look forward to enhance their customer numbers. Also, many other Pizza chains started to diversify and offer new non-pizza items such as buffalo wings, and italian cheese bread in order to increase their varieties and to increase the buyer power. The current chain in the Pizza chain is the same till today. All these Pizza supply chain try to come up with some newer, bigger, better and Pizza for comparatively low price. These chains are also strengthened new Pizza variations. For example, chicken is now a common topping found on Pizza’s. {draw:frame} A 1-800 number customer hotline and A customer call-back program. WHERE DO THEY BUY* ? WHY DO THEY BUY PIZZA* ? {text:list-item} Employing economies of scale, Pizza Hut has made its offering more affordable. Its delivery offer for four personal pan pizzas has been very successful, which helped the business to grow by 25%. The Pizza Hut recently launched a range of vegetarian personal pan pizza’s at very nominal and affordable price. Pizza Hut consolidating its position by opening more restaurants in the big cities where it already has the presence. {draw:frame} {text:list-item} {text:list-item} Though Pizza Hut have low competition, although they do have competitors such as dominos pizza, yet they have an advantage over these as Pizza Hut are the restaurant as well as take away unlike dominos pizza, this results Pizza Hut may have more sales therefore more income. Pizza Hut has a very strong market segment, they attract more customers by providing different varities, new products and tastes very often which leads increasing customer numbers and a higher percentage in sales, which may lead to greater profits. The major strength’s of the Pizza Hut are as follows: Pizza Hut is very strong in its financial situation and international turnover. Thus, it is good to manage its chain in the period of recession. Pizza Hut is BRAND LEADER in the united kingdom. Pizza Hut has good balance in its business over twenty thousand franchises around the world. It is also the part of the largest chain restaurant in the world. Since, it provides a skeletal structure to the fast food industries and services. Innovative range of Pizza’s under one roof. It is purely owned by YUM!. Pizza Hut is lacking with its varied range of products to attract customers of all lifestyles. There are complex computer systems and internal conflicts from franchisees, this may drive to de-motivation of staff. Lowering the quality of products, services to the customers and could lead to a lack of ideas. One of the major issue presented in developing a profitable delivery concept was whether there would be a charge for service taking into account that, for competitive reasons, as the company cannot charge for its delivery. This lead the company to increase its price slightly over pizza’s in traditional restaurants. This caused dissatisfaction for the customers. Since, they would pay 10% more for any size of pizza’s. The management also included that, the franchisees must also increase the size of the pizza as they could find the profit from the 10% additional price. But, this wasn’t a fare idea by the top management because the franchisees strongly disagreed with this concept and they find no reasons for delivery and increasing the size of the Pizza. There was major arguement between company and the franchisees, which was solved by providing some incentives by the company. Oppurtunities: The main oppurtunities of the Pizza Hut includes: Market share. Pizza home delivery. Growth into new market. Always looking at consumer satisfaction. Pizza Hut can readily grow in any other markets because it has cohesive and well structured organisation. Pizza Hut also holds a very strong market share. Pizza Hut has expanded its menu in indian market. Pizza Hut has targeted upscale products and a downscale consumer base; this would increase the sales and the revenue of the company. THREATS: There are various threats to the Pizza Hut as it should know more about its customer’s tastes. It should also carry some research to judge the company and its competitors on reputation, product quality, service, strength and price. Pizza Hut must also analyse about the buying decisions of the customers. Domino’s Pizza clearly intanded to gain total market leadership. So, Pizza Hut should try to maintain its position over its competitors. Pizza Hut improve its customer’s loyality quotient as it is comparitively low from its competitor’s. It is a truism to say that it is much more difficult to capture or recapture a customer than to maintain an existing one. Rising in the competition undermines Pizza Hut as consumers go for greater convenience. This would result in decreasing the sales of the Pizza Hut as these sales will switch to smaller companies who are offering their products at lower price. Increase in the cost of ingrediants especially cheese could threaten the margin of the company revenue. EXTERNAL ENVIRONMENTAL CONTEXT: It is very important to consider the external environment research for PIZZA HUT. Since, these external changes could drive the company to difficulties. These external environmental context will include PEST analysis which stands for political, environmental, social, technology, which determines the impact of the drivers in the company. P. E. S. T. ANALYSIS: POLITICAL: The political analysis of the Pizza Hut contains health and safety guidelines, labelling of GM (genetically modified) food, animal rights campigns, Bovine spongiform encephalopathy-1998 BRANDING STRATEGY: STRENGTH OF BRAND: A brand is the media between consumers and the company. The promise of the brand always reflects in the mind of the consumers. A strong brand can shape the way consumers think and can create preference in the market place. Following certain principles and behaviours, organisations can strengthen their brands by consistently delivering on their brand promise and making powerful connections with the consumers. Pizza Hut is a International brand reaches over 100 countries. Though other fast food markets maintains the flexibility to respond to the needs of its consumers. Pizza Hut consider the consistent look as a whole and feel for every restaurant. This driven Pizza Hut to be a one of the leading brands. STRENGTH OF SYMBOL AND LOGO: ROLE OF THE CUSTOMER: What people eat(or don’t eat) has always been determined by a complex interplay of social, economic and technological processes (schlosser, 2001). These explanation of the schlosser gives a clear picture of why the consumer makes a purchase. The consumer is identified by a being complexly psychological and on the most part illogical. THE THREE LEVELS OF EXPLANATION OF BUYING AND CONSUMPTION BEHAVIOUR (Dubois, 2000). {draw:text-box}. {draw:text-box} {draw:text-box} Dubois makes the observation that â€Å"people who are hungry notice advertising for food products†. This contention is supported when an example is given; â€Å"In the united states, the television campaign ‘ARE YOU HUNGRY ? ’ which was broadcast late at night by burger king was so successful that it forced the hamburger chain to stay open later† (Dubois, 2000). So, according to this paper narrates that, it is determined that mid-night advertisements for the delivery service or take-away food centres is advisable and consumers tend to attract more towards food products when they are hungry. The reliant on the natural human wants created by hunger. It is hoped that this review when coupled with the findings from the survey will give the debate, depth, purpose and concluding definition. RECOMMENDATIONS: The implement of ORGANIC PIZZA’S may increase the target market and enhance the buyer’s power. The consideration of cultural ethics is important when a new branch of Pizza Hut is launched in other countries. Pizza Hut can develop MEALDEAL as rest of the competitors offer. Example: MCPIZZA. In order to compete with its external environment.

Stanislavskis method of acting

Stanislavskis method of acting Konstantin Stanislavski, (born Konstantin Alekseyev, and sometimes spelt Constantin Stanislavsky), was 14 years old when he first set foot on the stage that his parents owned in 1877. His love of the theatre blossomed throughout his life, leading him to become one of the worlds most influential theatre practitioners to date. His work in the field of theatrical rehearsal techniques made him a household name for drama students worldwide. He published many books and guides designed to give drama students an insight into realism, including An Actor Prepares and Building a Character, which outline various famous rehearsal methods designed to allow an actor to fully relate to their character, to the point that they are not just pretending to be them, but actually living their lives. He argued that the actor should Love the art in yourself, not yourself in the art [1], looking for the emotion within themselves as opposed to the words in the script. Stanislavskis pioneering vision for the theatre was that characters should be believable, and the storyline should focus on the emotion portrayed, engaging the audience through means such as empathy. He argued that anything put forward on the stage should be an accurate account of real life, a thought which derived from his distaste for the melodramatic theatre he had grown up with. However, Stanislavski is one of several famous theatre practitioners, all with a completely different concept of what theatre should be. For example, Bertolt Brecht put forward the theory of Epic Theatre, which taught that the audience should always be alienated from the action onstage, unable to identify with the characters, but rather being left with questions to ask themselves. He believed the audience couldnt possibly empathise with the characters onstage because there were so many individual differences in society itself- society cannot share a common communication system so long as it is split into warring factions (Brecht, 1949, paragraph 55[2]). Brecht wanted the audience to leave the theatre debating their morals. Another prestigious theatrical practitioner is Antonin Artaud, who argued that any performance should deeply affect the audience. In order to achieve this, he used non-naturalistic lighting and sound to create a disturbing atmosphere. Artaud wished his audience to leave the theatre having changed within themselves. With three such different aims from each practitioner, it is difficult to be sure whether any of them had a particularly valid point. All three theories are widely respected, but each contrasts and challenges the next, meaning that, in order to believe in one of them, you must rule out the others as valid. These conflicting theories became the beginning of the main ideas behind this project. I wanted to know whether there was a solid way to prove whether Stanislavskis theories are affective to the audience in terms of creating a more realistic performance than one with normal rehearsal, or indeed rehearsal methods devised by other practitioners. To be able to determine this, I needed to conduct deeper research into Stanislavskis system. The system itself is deep and intricately detailed, with many different aspects as to what Stanislavski considered a good performance. However, some points are evidently more significant to him than others. According to the online Encyclopaedia Britannia [3], the main features are Given Circumstances and the Magic If, and Emotional Memory. Units and Objectives is also a major feature of the system, so these are the three aspects I chose to refine my research to in order to establish a better understanding of Stanislavskis method of acting. Given Circumstances and the Magic If Stanislavski said that what is important to me is not the truth outside myself, but the truth within myself [4], meaning that anything put forward on the stage must be true. He recognised this idea was a potential issue because all acting is, essentially, a lie. He therefore said that all actors should be as true to themselves as they can while playing a part. The idea behind Given Circumstances is that actors accept that, with the script of a play, they are given a set of circumstances which they must adhere to in order to create the storyline. Given circumstances can relate to either the character or the play itself, and they include things like characters age, gender, social class, and the plays time period, setting and social/historical/political implications. In order for an actor to give a true performance, Stanislavski put a massive emphasis on the importance of research into the given time period or situation so that the performer would truly understand their role. He taught that the research needs to be completed until an actor can fully flesh out his character, and answer any questions given to them about their characters parentage, childhood, and life events, even if these arent mentioned in the script. Once the Given Circumstances had been realised, Stanislavski suggested that the actors utilised a linked aspect of his theory, called the Magic If, in order to deal with them. The Magic If is a technique where the actor asks himself given the circumstances already decided by the playwright, if I was this character, and I was in this situation, how would I react?. In his book An Actor Prepares, Stanislavski talked about the professor using the example of pretending to be a tree. Say to yourself: I am I; but if I were an old oak tree, set in certain surrounding conditions, what would I do? and decide where you are in whatever place affects you most (Stanislavski, 1937, p65[5]). Stanislavski asked that his students allow their imaginations to flourish th rough techniques such as Given Circumstances and the Magic If, to construct deeper, more realistic performances. Emotional Memory Another technique which was born from Stanislavskis belief that acting must be real is Emotional Memory, sometimes known as Affective Memory. Shelley Winters, an example of a famous actress with ultimate belief in the Stanislavski System, said that as an actor you must be willing to act with your scars [6], or in laymans terms, be willing to allow your inner emotions and past experiences to show through. This is essentially the main terms of Emotional Memory, which requires the actor to draw on previous personal experiences which resulted in a similar emotion to which their character is experiencing. Once the actor has identified the experience, they are encouraged to allow the emotion they felt once again take over their mind and body, reinstating the context and mind-set until the emotion is real. The emotion must then seamlessly be applied to the script or character, as Stanislavski felt this would make the performance more believable because the emotion is true to the actor. Pete r Oyston, founding Dean of Drama at the Victorian College of the Arts and regular teacher/director at the Royal Academy of Dramatic Art in London, created a rehearsal method specifically designed to enhance the feelings from memories. He published this, and other methods referring to Stanislavskian techniques, in a DVD documentary called How to use the Stanislavski System (2004). The Emotional Memory section can be viewed on YouTube [7], and teaches the student to remember a time when they personally felt an emotion which shadows or parallels that required from the text. They are encouraged to talk about the situation they are remembering out loud, until the emotion takes over their minds and bodies. Then, they must seamlessly transfer their speech from their own recollections to the script given to them, transferring the emotions at the same time. Units and Objectives One of the most prominent aspects of Stanislavskis method is his idea that any character in any play has a Super-Objective throughout the action; an aim or driving force which sustains throughout the play. Stanislavski taught that this Super-Objective must stay in each actors mind throughout their rehearsal and performance, and that even though it may not be stated, or even obvious, they must take it upon themselves to research and discover it. Once this has been accomplished, he felt that the script could then be broken down into smaller Objectives, which would change several times throughout the piece as the plot deepened. Each Objective must be a verb, in order to be an active objective. He asked actors to split their script into Units and Objectives. Most pieces of drama are split by the playwright into a series of scenes and acts, allowing the action to move in time or setting, but Stanislavski found that an objective could run through and overlap into different scenes, or chang e very suddenly in the middle of an act. He therefore introduced the concept of Units, which are another way of dividing up a play- each unit should contain one objective. The diagram above outlines the intricate detail of the aspects of Units, Objectives, and Super-Objectives. The Throughline of Action is the aim in a characters mind throughout the entirety of the play, which culminates in the Super-Objective. Meanwhile, each character has several different Objectives which are split between the Units the actors devised for the script. These Objectives can take the character to many different places, but their Super-Objective will always remain the same. Furthermore, the Objectives themselves are equally as detailed. Stanislavski said that each Objective could be broken down into the Aim, the Obstacle and the Action. The aim is what the character is trying to achieve in that particular unit. The obstacle is something which stops or restricts them from fulfilling their aim, and the action is the steps the character takes in order to avoid or overcome the obstacle. Stanislavski accepted that it is impossible for a play to achieve a smooth finish where objectives are concerned because often, the action takes place off stage. The characters come and go, and the time changes, so we as an audience cannot witness the whole story. Stanislavski said that in order to overcome this, actors must always be consciously aware of their Super-Objective. A familiar example of this aspect of the Stanislavskian Theory is Shakespeares story of Romeo and Juliet. Romeos Super-Objective is to experience true love. He begins the play with the objective of marrying Rosaline, and this continues to be his objective until the Unit shifts at the Capulet party. Here, Romeos objective becomes to find out more about Juliet, and later becomes to marry her. Towards the end of the party, however, Romeo speaks with Juliets nurse, who tells him that her mother is the Lady of the house -that Juliet is a Capulet(Shakespeare, 1973, p. 910 [8]). This provides the obstacle, since Romeos family, the Montagues, have an ancient feud with the Capulets. Romeo then takes on a new action, which is to overcome the feud between the families, even if it means the couple have to lie about it. Romeo doesnt manage to fully achieve his Super-Objective, because he never experiences the simplicity of love he was looking for- both he and Juliet have to die in order to truly be together. Of all the aspects of Stanislavskis method, these three prove to be the most popular among modern day performers. Having researched the key aspects of Stanislavskis system, I devised a way to be able to assess the effectiveness of them on a live performance by young actors, as this would allow me to establish whether the method does in fact help to produce a more believable performance. I decided to conduct an experiment into the effectiveness of Stanislavskis system. I decided to utilise my contacts at a local youth drama group, which is made up of young actors and actresses aged between 11 and 17 years old. In order for the experiment to be a fair test, I determined to split them equally into two groups, and give each group the same scenario to work with. I planned to leave group one, the control group, to rehearse to their own methods, while conducting group twos rehearsal processes myself, giving them tasks similar to those set by Stanislavski to his own pupils. After the groups had had the same period of time to rehearse, I wanted to invite an audience to watch their performances. The audie nce were to be given a questionnaire after the performances, asking which groups interpretation of the scenario they found more convincing and realistic. I intended to film both sets of rehearsal processes in order to put together a short documentary. The results of the audience questionnaire were intended to ascertain whether Stanislavskis rehearsal methods have a real influence on making modern day performance more realistic. In order for this experiment to work, I firstly had to create an idea. Originally, I devised a script which revolved around the issue of teenage pregnancy, which is a growing concern in todays society. The script included four gender specific characters, and I intended to have both groups perform the same piece; one using Stanislavskis techniques, and the others using generic rehearsal processes. Having written the short play, and talked briefly to the children at the theatre, it became apparent that there was more interest in the workshop than I had expected. Another problem with using a script would have been that the audience would have watched the same piece twice, and would be comparing the actors individual performances as opposed to the believability of the pieces. Since it would have been unfair of me to cast the roles, I instead decided to take a different approach in order to include everyone. I devised a scenario, again based around a teenage pregnancy, that each group wou ld be able to use as the core of their piece of drama. They would then devise the rest of their plays alone. This meant that each group could incorporate a flexible amount of participants, and ensured two unique, original performances. With my idea in mind, I next needed to devise some Stanislavski-based rehearsal techniques for my group to use during their preparation for the production. Keeping the themes of Given Circumstances and the Magic If, Emotional Memory, and Units and Objectives in mind, I devised three rehearsal techniques specifically tailored to Stanislavskis ideals. With these techniques devised, I had to actually carry out the rehearsal and performances. In order to do this, I would need a space, two groups of actors, a party of responsible adults with CRB checks and an audience. I contacted the chairman of the theatre and booked myself a studio performance room for Saturday the 3rd of April. I then sent out letters to the actors involved with the Nonentities Youth Theatre. The letters outlined the project and the experimental side of the day, offered the chance to look at the technical side of theatre, and asked for a response. I received 18 positive responses back, which was many more than the ori ginal 12 participants I had in mind, making the scenario idea far more usable. I then had to split the actors into two different groups, a control group, who would direct themselves, and the experimental group, who I would direct using Stanislavskis methods. The groups needed to be equally weighted with talent, as it was important to make this experiment as fair as possible by not allowing acting ability to throw it. I therefore split the actors into groups myself, aiming to balance the ages in each group while placing responsible actors I could trust to work independently in the control group, and actors open to co-operation and willing to listen in the Stanislavski group. The Independent Variable of this study was whether Stanislavskis methods were applied to rehearsals, and the Dependant Variable was whether the performance was more believable based on the rehearsal method used. My hypothesis was: The techniques used in rehearsal will have an affect on the performance given. I experienced my first problem of the day when the actors arrived in the morning. Shortly before the workshop was to take place, a letter had been sent to all members of the youth theatre outlining the need for a new leader and the cancellation of sessions until another letter was sent out. It became apparent that many of the actors who had wished to be a part of the workshop had assumed that it, too, was cancelled, so the final number of actors I had to work with was just 10. Although I had to adjust the group list, the smaller number of participants made the day as a whole more intimate, and the group sizes more manageable, so I feel it was a beneficial circumstance. Once everybody had signed in, I conducted a brief warm-up, asking all members to think of the way different characters moved and spoke in real life, asking them to act believably, not just as caricatures. I then split up the actors into groups, and chose the two girls who I felt would be most capable of acting the par t of the pregnant teenager. I asked both groups to create a piece of drama focussing around the pregnancy that would last between 10 and 15 minutes, and I gave each group a list of criteria that they must adhere to, including aspects such as using the younger members in the younger roles, including a number of monologues from different characters, and that they must write down the decisions made in early rehearsal. I told the control group that they were allowed to use music, and dramatic techniques such as physical theatre and freeze frames, while the Stanislavski group had to endeavour to make their characters and circumstances applicable to real life, and were told not to use out-of-place techniques like freeze framing. The video was set to record as the groups split up into two different rooms, and I allowed the control group to keep to themselves for the majority of the day, while I worked with the Stanislavski group, asking them to use my previously-prepared rehearsal techniqu es. The first technique I gave them was designed to support Given Circumstances and the Magic If. I asked each group to use the first stages of rehearsal to create mind-maps around the pieces of drama. Whilst the control groups map outlined the storyline, the Stanislavski group were asked to spend an hour and a half fleshing out their characters, and the relationships and links between them. They gave each character a name and an age, they wrote about their beliefs and opinions, and decided upon how their characters met. Each actor developed a detailed history for their character, pulling from personal experience and their imaginations to create steady backgrounds. These are aspects relating to Given Circumstances and the Magic If because they invite the participants to firstly realise the Circumstances the script gives them, and secondly to flesh out their characterisation by putting their characters in different situations through use of the Magic If. The second technique I devised related to Emotion Memory. I used this technique when working with the actress playing the pregnant girl. We applied it to the scene in which she is told that the test is positive. I asked her to think about a time when she felt lost, and perhaps didnt have anybody she could talk to about it because nobody had been in that position before her. She talked of a time when her parents were going through a messy divorce, and she felt cut of from the both of them. She spoke openly and freely, and answered my questions honestly. As time went by, she was drawn further and further into her memory and the emotions that were present at that time, so that when I finally asked her to begin talking from her characters perspective, her acting became real. She didnt need to fake the tears, because she was filled with the emotion her character was filled with. The third technique was designed to compliment Units and Objectives. Once the actors had created their storyline, I asked them to divide it up into scenes, so that it was as close to a normal scripted piece of drama as possible. We talked about each of their characters, and what their Super-Objectives would be. The actors decided upon everyones objectives as a group, which brought a deeper level of understanding to the piece. They decided that the fathers Super-Objective would be to protect his children, while Rosie, the pregnant daughter, aimed to face her future head on. I then asked each actor to divide up the play into their own Units, focussing on the shifts in emotion. This process proved difficult for the younger members of the group, so the group as a whole helped them to identify their Units. There proved a great variety in the amount of Units in the piece for each character; while the pregnant girl had almost one per scene, the father had only two. Furthermore, the switch b etween Units for him came suddenly in the middle of his monologue, which was right at the end of the piece- before then his character had wanted the same thing throughout. I asked the group to physically improvise the scenes they had written about, and to stop the action when they encountered their obstacles. Once they had all found their obstacles, they were asked to continue acting while finding a way to overcome this obstacle- their action. I then asked them if they had noticed the other actors actions in the scene, so that everybody was aware of the decisions their group was making.This in-depth workshop class on Units and Super-Objectives made the young actors aware and knowledgeable in the field, while also allowing them to know their characters inside out by knowing what they want, and how they might go about achieving it. A couple of hours before the performances were scheduled to begin, I took notes on the rehearsal processes of both groups. The control group had included an omniscient narrator who could stop the action and introduce new characters. The narrator sat in the middle of the piece throughout the majority of the action, until the final scene where he became an involved character. A narrator is generally used to create a sense of dramatic irony, where the audience gain knowledge that the characters dont yet know. However, this type of narration is rarely set within the piece itself, more often a voice over or such like. It is also unrealistic that the narrator, who is generally removed from and neutral to the action, suddenly become real life and jump into the scene. The group also used a split-screen technique to enable them to show two different apartments at the same time, which is effective to the audience but unrealistic, as while action is playing out in one space, the characters in t he other must be frozen. This creation of freeze-framing is difficult to hold for long periods of time, and does not occur in a genuine situation. Another technique they used was audience-participation, where one member of their cast sat in the audience until the final moments of the play, where she rose, walked across the stage, took out her mobile and called the police. I concluded that the control group had included various aspects of performance which were designed to make the action more interesting to the audience, and add the element of surprise, but were not designed to look or feel realistic. They had spent only half an hour mind-mapping their decisions, and talked about their other decisions while physically rehearsing. The Stanislavski group spent an hour and a half developing their characters, and another hour developing their storyline, so they ended up with four A3 sheets of paper detailing their entire performance. They used only one location, the teenagers bedroom, so that there was never a set change needed, because it would interrupt the storyline and distract the audience. The groups monologues were delivered to a person, as opposed to the audience, so that the barrier between the audience and the characters stayed strong. Had the actors been talking to the audience, their speeches would have seemed less realistic. After five hours of rehearsal, it was time for the final performances. Each actor had been asked to invite some family members or friends, and members of the theatre came along to participate too. Each audience also included the actors from the other group, making the final audience figure 19 members. I watched the performances, but didnt participate in the questionnaire, as I would have been biased toward the Stanislavski group. I introduced the pieces, and talked about the work the actors had undertaken over the day. The audience werent told which group was the control group, and which group was the Stanislavski group, until both performances had finished, meaning that they couldnt be biased in favour of Stanislavski either. I also asked them to be open minded, and not answer the questionnaire in favour of the production their child was associated with, telling them they were judging my direction, not the individual actors talent. The audience watched the control group first, and w ere given time to fill out their questionnaires while we set up the stage for the Stanislavski group. After both performances had finished, I thanked everybody for taking part and collected in the questionnaires. Having extrapolated my results, it became apparent that there was a general feeling that the Stanislavski production was more believable. When asked was the main storyline believable, 66% of the audience thought that the control groups piece was a dramatised and exaggerated version of real life, while 95% thought that the Stanislavski groups piece could credibly happen in real life. Having worked extensively with the pregnant character from the Stanislavski group, I was pleased that 42% of the audience thought that she portrayed the pregnancy flawlessly, while a further 42% felt that she portrayed it very well, while in the control group, these percentages combined only reached 44%. I asked the audience to rate how believable they felt the overall performances were, and 56% rated the control groups performance at an 8/10 or higher, while 94% rated the Stanislavski performance at an 8/10 or higher. Overall, it is evident that the Stanislavski groups performance was more widely believe d. It is important to note that the effectiveness of the performances given may not be entirely down to the methods of rehearsal used. Although I tried to make the experiment as fair as possible by attempting to make the rehearsal methods the only variable, other extraneous variables may have had an affect on the final results. For example, since there were fewer participants than planned, I had to shuffle the groups a little. This meant that the control group had two of the younger members in their piece, while the Stanislavski group had four older members. The younger members of the theatre are less experienced and therefore dont have as many creative ideas to bring to the mix. It is also apparent that almost half of the audience were family members of the younger actors, meaning that they are liable to vote in favour of their childs piece as they are proud to see them on stage. Although I asked the audience to keep an open mind, they may have been bias towards their family or friends , and this is a factor which could have affected the final results. At the beginning of my project, I asked myself What is Stanislavskis Method of acting, and how far has it influenced modern day performance? Having undertaken a considerable amout of research on Stanislavski and his methods, it became easier for me to define them, and to easily distinguish the difference between his teachings, and those of other practitioners. I found that Stanislavskis method of acting is largely based around the actors own interpretation of the character, aiming to keep the emotion real. I found that Stanislavski wanted the audience to connect with both the storyline and the characters, and he achieved this connection by keeping th acting real, thus allowing the audience to connect empathetically. Having created an experiment to see whether Stanislavski did indeed influence modern day performance, I found that the audience were effected by the group that used the Stanislavskian rehearsal techniques, so much so that one person wrote on the bottom of their questionna ire that their performance actually brought tears to my eyes. While researching, I came across a website [9] where Jeni Whittaker (1999) argues that Stanislavski is rightly called the father of modern theatre, his System of acting became the backbone of twentieth century theatre craft. Nearly all other practitioners use him as a starting point, either to build from or to react against. This substantiates my initial hypothesis that Stanislavski has a major influence on modern day theatre. In conclusion, I feel that Stanislavski has an extended influence on modern day theatre. Audiences of today wish not to be challenged or alienated, but to see characters they can relate to on the stage, and the majority of theatre today follows this teaching, whether the director realises he is adhering to Stanislavskis theory or otherwise. Furthermore, when watching two similar pieces of drama, it became apparent that the audience are more drawn towards that which used Stanislavskis rehearsal techn iques because the characters and storyline were portrayed in a true to life manner. I found that Stanislavski is not only used in theatre, as many famous screen actors choose his methods when getting into character. I feel that the world is exposed to Stanislavskis teachings more than it realises, and therefore the influence of Stanislavski on modern day acting is significantly higher than I believed when I began the project. References: Source unknown, Stanislavski. Brecht (1949). A Short Organum for the Theatre, paragraph 55. Encyclopà ¦dia Britannica (2010). Stanislavsky method. Encyclopà ¦dia Britannica Online; Retrieved February 22, 2010, from: http://www.britannica.com/EBchecked/topic/563178/Stanislavsky-method Source unknown, Stanislavski. Stanislavski (1937). An Actor Prepares, (reprinted 1988) United Kingdom: Methuen Drama LTD. Harry Governick for TheatrGROUP. (1992). An Interview with Shelly Winters; Retrieved February 22, 2010, from http://www.theatrgroup.com/Shelley Peter Oyston, How to use the Stanislavski System DVD(2004). Retrieved (via YouTube) April 12, 2010, from http://www.youtube.com/watch?v=zmhggaEuJj8 Shakespeare (1973). Romeo and Juliet, from The Complete Works of Shakespeare- The Alexander Text. London and Glasgow: Collins. Jeni Whittaker for DramaWorks. Stanislavski through Practice (1999) Retrieved April 13, 2010, from http://www.dramaworks.co.uk/stanislavski.html

Interpreting The Descent of Odin :: Descent of Odin Essays

Interpreting The Descent of Odin  Ã‚   There are several different ways to interpret a poem. Each word can either be a metaphor for something else or the words can mean exactly what they say. Either way there can really never be a completely wrong interpretation of a certain poem because everyone is going to see things in their own way. For example, an object or a phrase could have a double meaning. A conversation that seems somewhat insignificant could be very important to the meaning and the tone of the entire poem. This is the case in â€Å"The Descent of Odin† by Thomas Gray. The poem has several different hidden meanings and messages that might not be visible to the untrained reader. The poem has several interesting aspects to it. The first is the very obvious, over active id of Odin. He is trying to retrieve information from the Prophetess when all she wants is to be left alone. In the beginning he is very demanding about what he wants. He will not let her rest until he finds out all of the information he wants. â€Å"Yet a while my call obey; Prophetess, awake, and say,† (Gray, pg. 43). Odin’s child-like characteristics are very obvious. Finally after whining enough, he was able to obtain all of the information he needed, his superego takes over and represses the id from carrying on and tormenting Prophetess. He is able to let his superego take over, unlike Prophetess who is very selfish and is not in control of her own free will. Prophetess was also guilty of doing a little bit of whining herself. Instead of helping Odin right away, she complained about the fact that he had disturbed her. â€Å"What call unknown, what charms presume to break the quiet of the tomb? Who thus afflicts my troubled sprite, and drags me from the realms of night?† (Gray, pg. 41-42) She is annoyed that someone dared to wake her. Her selfish little id is rearing its ugly little head and causing her to complain and be grumpy. She is supposed to help people when they ask about the things that Odin asked about, hence the name Prophetess. Instead of being completely selfless, like she should be, she decides that being stubborn and rude is the way to treat people. Both characters are guilty of giving into their ids, but Prophetess is much more unwilling to let her superego take over to subdue her id.

Religion Versus Science in The Scopes Monkey Trial :: American America History

Religion Versus Science in The Scopes Monkey Trial   Ã‚  Ã‚   The stage was set in Dayton, Tennessee.   The leading actor in this show was a twenty five-year-old science teacher named John T. Scopes. Scopes was under the direction of advancing America.   The playbill read The Scopes â€Å"Monkey† Trial.   In 1925 John T. Scopes was encouraged to challenge the Butler Law.   This law had been passed by a small town in Dayton, Tennessee to prohibit teaching contra to those in the Bible. Teaching from an evolutionary text, Scopes broke the law and gained the attention of the National media.   The concentration of the media on the Scopes Trial effectively presented the contrasting ideas of a religious town and an evolving country.   Ã‚  Ã‚   The town in Dayton, Tennessee was both religious and stable.   People in this town were seen holding signs marked with the command to â€Å"Read Your Bible† (Ginger 93). The inhabitants here had adopted the teachings of the Bible in order to feel secure within a time of change.   â€Å"In rural areas, particularly in the South and Midwest, Americans turned to their faith for comfort and stability† (Scopes 12).   The town would hold on to what they knew.   People in Dayton had no desire to travel forward with the roaring twenties.   William Jennings Bryan was the leading defender of the Butler Law as well as heading the prosecution. Bryan was determined to defend as literally true every word of the Bible.   In the deepest sense, he had to defend it; he needed reassurance and certainty, and since childhood had learned to rely on the Bible as the source of reassurance and certainty.   (Ginger 41).   Bryan would be the leader to a people who held on to religion and the past.   Ã‚  Ã‚   In contrast to this small town were the advancing views of America.   The twenties continued to roar towards modernism.   â€Å"Breakthroughs in technology, the increase in material wealth, and the beginning of an empire seemingly heralded the upward march of civilization, with America on the forefront† (Dumenil 6).   In all directions, it was clear that America was moving forward.   Transportation was a prime example of this advancement.   Innovator Henry Ford introduced his â€Å" Ford Miracle† to the public (Dumenil 6).   Economies and the social values also began to advance.   â€Å"Dubious get-rich-quick schemes and fads†¦contributed to a tone of feverish frivolity† (Dumenil 7).   People began to lead fast paced lives with the desire to become rich, quickly.

Machiavelli and Bush

In school, we came to know about Niccolo Machiavelli through his extremely popular statement, â€Å"The end justifies the means† (Machiavelli n.p.). Due to the unsavory reputation that has hounded Niccolo Machiavelli, the terminology Machiavellian is now utilized to describe a leadership style that is shrewd/cunning, deceiving/to be regarded with suspicion, as well as, ruthless/cold-blooded; a kind of leadership which is actually instituted upon â€Å"power politics† (Machiavelli n.p.). Political Action is an End Itself Furthermore, for some individuals who have read Machiavelli’s thoughts and ideas, they consider him as a â€Å"negative person†, sometimes he is even addressed as â€Å"somebody who is upholding evil and sin† (Machiavelli n.p.). In fact, the church considers him as immoral, unethical, and even evil (Machiavelli n.p.). This is because politics for Machiavelli should be taken as something which should not be blended with topics of religion, morality, as well as, ethics since politics he says is instituted upon its own value system (Machiavelli n.p.). For him, to evaluate political actions basing on religion or ethical standards is actually unwarranted (Machiavelli n.p.). Moreover, Machiavelli states that the end of the state is the acquirement/getting hold of, preservation, as well as, development/growth of authority/political power (Machiavelli n.p.). Comparing it to the other critical thinkers of the Machiavellian world, Machiavelli just do not consider this as â€Å"a means to an end† but an end in itself (Machiavelli n.p.). What he is saying is that if an act that’s motivated by politics leads to acquirement/getting hold of, preservation, as well as, development/growth of authority/political power then it is reasonable, understandable, and acceptable as well (Machiavelli n.p.). Similarities of Machiavelli and Bush This is where President Bush connects with Niccolo Machiavelli, President Bush believes that by annihilating the ruler, for instance, Osama Bin Laden and Saddam Hussein, he will be able to strengthen his hold and power and to bring about unity in the state and since that is the case, like Machiavelli, he believes that his action is justifiable (Thompson n.p). In addition to that, President Bush like Machiavelli feels that since they are the type of rulers who planned to get the better of, and to safeguard the state, then they will be eternally judged to be praiseworthy and be commended by everyone (Machiavelli n.p.). Last but not least, since Machiavelli believes that a ruler has to be cruel and ruthless if he has to; Bush patterned his attitude on that as well (Thompson n.p). He declared a war against Iraq which annihilated two hundred Americans working for the U.S. Armed Forces (Thompson n.p). Furthermore, his declaration also caused the death of countless Iraqi civilians, of which several are women and children (Thompson n.p). Added to that is the fact that such a war costs one hundred billion dollars, which if spent back home then will surely benefit more who are starving and are suffering from poverty (Thompson n.p). All of the above-mentioned entails a great deal of cruelty which should not at all occur in the first place (Machiavelli n.p.).   However, because, President Bush thinks that all these political actions he took are bound to cause the state to unite, then declaring a war even if it would cause countless deaths is still right and should not be negated or objected upon   (Machiavelli n.p.). Simply put, both President Bush and Machiavelli are similar basically on how they rule; to them, cruelty is justified as long as it will unite their state in the end (Machiavelli n.p.). Works Cited Machiavelli, Niccolo. The Prince. 1505. n.a. 16 April 2008. http://www.constitution.org/mac/prince.txt Thompson, Robert. n.d. n.a. 16 April 2008.                  

Autistic Disturbances of Affective Contact

Leo Kanner was the first who discovered Autism as a distinct case in the 1940s and brought out a report narrating the disorder which he stated as â€Å"Autistic disturbances of affective contact'. (Keane, 2004) Presently Autism falls third among the list of childhood disorders, after mental handicap and language difficulties. (Zager, 2005) Autism is an intricate disorder of mental development which is defined in terms of behavior. Autism spectrum disorder – ASD is a broad expression which covers a diverse mix of children having such manifestations and numerous biological etiologies. Hollander, 2003) Diagnosis of ASD can be unfailingly done when the child attains the age of 3, and in certain instances much previously by the age of 18 months. Researchers recommend that several children ultimately may be conclusively detected while attaining 1 year or much less than that. (Autism Spectrum Disorders (Pervasive Developmental Disorders)) Collectively, children detected as having ASD can be distinguished by dearth of proficiency in vocal and non-vocal communications at an early age, socio-communicative function, and monotonous behaviors. Hollander, 2003) It is the parents who are the first witnesses of these queer behaviors in their children. In certain instances, differences could be discovered congenitally, as being indifferent to humans or concentrating on a particular thing attentively for extended periods of time. The initial signals of an ASD can also be seen in children who appear to have a normal development. If a charming, blathering child, at once turns mum, reserved, self-abusive, or aloof to social advances, matters are not right. The manifestation of any of the cautioning signals of ASD constitutes sufficient worry to get the child examined by a professional expert in dealing with the disorder. (Autism Spectrum Disorders (Pervasive Developmental Disorders)) The National Institute of Mental Health – NIML holds that the accurate incidence of Autism is not known. Estimations range from 1 among 500 to 1 among 1,000 in this nation, and the number of autism affected persons is spiraling. Even though there are differences on the issue of the rise in the number of children seen as possessing the indications of autism is because of the rise of the disorder itself, improved investigative tests, greater inclusive classification procedures, wrong diagnosis, or some mishmash of these, there is no disagreement on the reality that considerable number of people are affected by Autism in this nation. (Steuernagel, 2005) As of now, cure of Autism is nowhere in sight. Treatment or interventions are formulated to cure particular symptoms in every individual. The treatment procedures that are best studied comprise educational, behavioral and biomedical interventions. Even though these interventions do not have any cure for autism, they sometimes cause considerable enhancement. A lot of approaches stress on extremely planned and frequently intensive skill oriented training which is customized to the child on a case to case basis. (Autism Interventions) Given the right intervention, a child will be able to surmount a broad variety of developmental difficulties. Rigorous, properly devised, and interventions administered in time hold promise for bettering the prospects and the value of life, in the case of a lot of children who are believed to be in danger for cognitive, social, or emotional damage. (Zager, 2005) In certain instances, useful intervention is able to better the plight earlier believed to be almost beyond treatment, like autism. Properly administered programs have possibilities to cheer up the future of a child and the outcome a development disorder puts on the family. The outcome of this can bring a child more liberty, help that child to be taken into the community, and present an increasingly fruitful and satisfying life. Regrettably, a lot of pediatric doctors are unable to detect a developmental disorder, like autism at an age when it is high time to get quicker intervention services. From birth till 3 years happen to be a crucial period in the development of a child, hence if detected late has increased chances to put the odds for success in jeopardy. (Zager, 2005) Interventions for autism has progressed much since the disorder was stated by Kanner in the 1940s. Then Autism was believed to be intimately associated with schizophrenia and insufficient parenting was seen as the main factor responsible for the disorder. Psychoanalysis was frequently chosen as the treatment mode, however large-scale consumption of drugs were found and also electroconvulsive treatments were prescribed for application in schizophrenia cases. (Bovk; Goode, 2003) A lot of medications have been administered to alleviate autistic indications and activities having autism. However, presently no pharmacological treatments with proven suggestions are available for autism. Nevertheless, psychotropic drugs have been applied in autistic persons to cure main symptoms, behavioral dyscontrol, cure of simultaneous psychiatric ailments, and management of related clinical states like seizures. Drugs treating depression, especially serotonin -reuptake inhibitors – SRIs, and anticonvulsant drugs constitute the drugs generally applied for autism spectrum behaviors. (Hollander, 2003) The SRIs administered cover fluvoxamine, fluoxetine, paroxetine, venlafaxine, sertraine, and clomipramine. Several of these formulations have been researched in an open-label as also double-blind manner. The consequences of these researches on the whole point out that these drugs works while treating some of the indications of individuals having autism spectrum disorders. Anticonvulsants like valproic acid and carbamazepine are applied especially in people having comorbid seizure disorder, as also those suffering from impulsive violence and emotional imbalance. But, there has not been any placebo-controlled trials reported till today which assess the effectiveness of these drugs. Besides, the uncharacteristic antipsychotics have been found to be extremely effective adjunctive cure for autistics people, particularly at the time of treating acute indications like physical violence and self-injury. Medical treatment, nevertheless, is at times intricate by their susceptibility to result in putting on weight and several other undesirable causes. (Hollander, 2003) Biomedical intervention for treating autism cases comprise of a broad variety of therapeutic systems for the treatment and according to some suggest curing autism among children, adolescents and maybe adults. The source for this type of intervention is a carefully chosen food habit which permits for regular absorption of nutrients; however several associated treatment procedures are also widespread. Biomedical interventions normally begin with a limiting diet like the diet free from gluten and casein. (Biomedical intervention for autism) Normally, foods will be controlled in a specific order, for instance by not giving: Diary products-for both in lactoseare regarded to cause problems; Glutten consisting of grains like oats, barley, rye, spelt, wheat, and so on; Eggs, nuts as well as berries which frequently induce allergic effects among children; Fruits and vegetables that have salicylates, phenols and other stuffs which might trigger a reaction; Every food having artificial colors like the Feingold Diet, and all bi- and poly-saccharides, like lactose, fructose, starch and the like. Parents state mixed success with these diet, and mishmash of them. Several among them have witnessed total cure just by avoiding milk, while others are required to do away with salicylates or phenols to attain a tilting stage; others have seen a practicable, efficient food pattern in the particular Carbohydrate diet. Many however report that no advantages are derived from controlled diet. As the gastrointestinal system is considered to be damaged in autistic children, a lot of parents and medical professionals consider it useful to feed nutritional supplements to their children. (Biomedical intervention for autism) The variety of supplements provided to autistic children undertaking biomedical intervention is broad, however can be classified as: 1. Vitamin A, Vitamin C, Vitamins specifically B-complex, and others in RDA doses. 2. Minerals, especially Calcium, Zinc, Magnesium, and other trace minerals like Molybdenum and so on. 3. Essential Fatty acids available in supplements like Borage Oil, Fish Liver Oil and Flax seed oil. 4. Probiotics – disagreement exists regarding the advantages and the possible damages of some bacteria strains vs others, however majority have the same opinion that acidophilus is needed. 5 Anti-yeast supplements- mixed success has been stated by parents with antifungal medications, however are more excited regarding the natural cures found in Caprylic acid, Garlic, seed extract of grapes and products like Biocidin. It is observed that majority of the children appear to gain from a carefully chosen diet and judicious use of nutritional supplements, increased differences is found in other alleged â€Å"alternative† medical systems. The most usual of these are Craniosacral therapy/Osteopathy, Homoeopathy, applied kinesology and Chelation. (Biomedical intervention for autism) Results of intense research findings opine that autistic children need personalized, individual teaching to deal with the distinctness of their interaction, social behavioral and impairment related to learning. In situations where autistic children are given thorough early intervention which is particularly intended to fulfill the spectrum of their requirements, the pace of the growth of children can be improved and might result in enhanced lasting diagnosis. Suitable interventions meant for children having autism must be initiated as soon as possible to benefit from the â€Å"window of opportunity† which is present at the time when the brain of the child is in the growth stage and is flexible. Stephens, 2002) In case of children who are less than 3 years of age, suitable interventions normally happen at home or a child care centre. (Autism Spectrum Disorders (Pervasive Developmental Disorders)) The best researched intervention for this disorder at the moment is behavioral treatment. With the passage of time, autism has been acknowledged as an ailment of development, interventions have concentrated on improving development expertise and on means to alleviate behavioral problems. (Bov k; Goode, 2003) Autistic children have been observed to be receptive to a broad range of interventions intended at improving their social rendezvous with others, adults as well as peers. Fruitful policies applying peer-mediated approaches and mentoring by peers have engaged characteristically developing peers. Besides, a lot of researches have proven that social involvement has a direct bearing on other vital behaviors such as language, even when these behaviors are not particularly attended by the teaching program. Therefore, while a realm of intense participation, social behavior is also receptive to intervention. (Rogers, 2001) Acknowledgement of the contribution that language problems specifically is responsible for behavior problem, had given rise to a pointing on the teaching of increased efficient communication skills. (Bovk; Goode, 2003) According to the Mental Health: A Report of the Surgeon General: thirty years of research proved the effectiveness of applied behavioral procedures in lowering suitable behavior and in enhancing communication, learning, and proper social behavior. The fundamental research performed by Ivar Lovaas and his associates at the University of California, Los Angeles, demanding for a thorough individual child-teacher communications lasting for 40 hours every week, built the base for other educators and researchers in the quest for more efficient initial interventions to assist those having ASD reach their capabilities. The objective of behavioral management is to strengthen wanted behaviors and eliminate the unwanted behaviors. (Autism Spectrum Disorders (Pervasive Developmental Disorders)) Over 550 peer-referred data-based assessments have been released by the research professionals on behavioral treatment, and these assessments have demonstrated that the treatment gives a broad array of advantages. For instance, it assists a majority of the individuals with autism to interact with others, stay occupied in play and recreational pursuits with peers and caregivers, undertake self-care involvements like toileting and wearing dresses, achieve scholarly and vocational proficiencies, and handle unruly conducts like peevishness or characteristic behaviors. Taken from a behavioral standpoint, people with autism are laid with genetic injuries which lower their potential and determination to educate themselves in manners that normally developing children and adults do. Specifically, people with autism develop meager dexterity or keenness to enjoy playing in a creative manner, interacting, idolizing the activities of other people, discovering their environments, paying attention to the directives of their teachers, or engaging themselves in reading books on subjects that are new to them. (Hollander, 2003) Because of this, the most fundamental objective of behavioral treatment is giving learning circumstances which help people with autism to be a winner which will encourage them to keep on learning. Since a lot of interventions developed for persons having autism have found not to be so fruitful or even detrimental, behavioral practitioners consider that it is important to apply interventions whose advantages have been recorded in controlled researches and that are obtained from better principles from a scientific perspective regarding the manner on how to encourage learning. Besides, they regard that the impact of these interventions are required to be evaluated cautiously in case of every individual having autism who gets them. Behavioral evaluation and cure are normally executed by paraprofessionals who perform under the watchful guidance of professional behavior analysts. (Hollander, 2003) Broad based school, home and community requirements order a personalized and wide-ranging evaluation procedure so as to guarantee treatment planning. Fruitful and useful evaluation work need effort and involvement by professionals as well as family members. Improved evaluation procedures, inclusive of more increased application of filtering apparatus, broader accessibility of services, and increasingly informed service providers, individuals who really have idea regarding autism and assisting families with autism, everybody have a share in putting up an encouraging account. School programs are more and more encompassing while being receptive to autism, in that extending much needed services in less restraining settings. Inclusion practices, together with improved transition facilities, permit people having autism to attain at stages which have not been believed to happen until lately. Parents are inclined to be vehemently occupied in assisting their child and keen to learn the manner in which to impart competence and organize settings. (Zager, 2005) In order to appreciate the child's privileges in the public schools of America, it helps to begin with one of the basic regulations ruling the education of children with deficiencies: the Individuals with Disabilities Education Act — P. L. 101-476. IDEA has been enacted as a federal law which assures without any cost and suitable public education meant for each child having deficiencies. This implies that in case one admits his child in a public school, his/her education will be free and must be suitable for his/her age, potential and level of development. IDEA is an improved edition of the Education for All Handicapped Children Act — P. L. 94-142 enacted in 1975. During 1997, IDEA was again sanctioned authority — P. L. 105-17, went ahead in defining rights of children to educational services and stressing the contribution of parents in the educational planning methods for their children. (IDEA and your child's rights) To conclude, a distinct appreciation of intervention effects might presently be impeded by the absence of accuracy in the calibration of results. In order to enhance the accuracy and sensitivity of evaluation of results, it might be helpful to combine research on the type of social commotion of autism with study on intervention. An efficient treatment program will develop in the interests of the child, present an expected schedule, impart responsibilities as a sequence of easy steps, keenly involve the child's interest in extremely systemized activities, and give usual strengthening of behavior.