Explaining the theories of play

Explaining the theories of play This paper explores how play helps in the mental, social, emotional and cognitive development in children. By explaining the theories of play, it also explores how play has changed over the years due to technological changes and the cognitive, mental, social emotional and social changes which take place when children play. Other aspects of play which are explored includes its contribution as an outlet for children to deal with experiences in the environment. Play is so important to a childs development that it is promoted by the United Nations 1989 Convention on the Rights of the Child, Article 31.1, which recognizes the right of the child to rest and leisure, to engage in play and recreational activities appropriate to the age of the child and to participate freely in cultural life and the arts (WHO, 1989). Recognizing that children need time to engage in self-driven play is of essence among parents, caregivers and educators. Play promotes the cognitive, social, emotional and physical development of the child hence it should not be underestimated. Children also develop and strengthen skills such as language development, problem solving, negotiating, and sequencing skills which will be used in further learning (Singer et al., 2006). The role of play in children development has been illustrated in various models and theories. For instance, Jean Piagets models of child development and learning are based on the perception that when a child grows, it develops cognition structures and mental images (schemes) or linked concepts to understand and respond to physical conditions in the environment. This are necessitated through play activities thus according to Piaget, a childs structure in cognition develops from innate reflexes to complex mental activities (Singer et al., 2006). According to Almon J. (2004) Piaget identifies four developmental stages which include Sensory motor where the child at birth to two years builds concepts about how reality works with the surrounding environment. At this stage, a child doesnt have object permanence (knowledge that physical objects exist when not sighted). In the pre-occupational stage, the child doesnt conceptualize abstractly and needs physical circumstances which are concrete (age of seven to 11 years). At two to seven years, the child is in the concrete operational stage where he begins to conceptualize and explain physical experiences by logical structures and can also engage in abstract problem solving. In the formal operations stage, cognition structures are adult like and encompass conceptual reasoning. On the basis of the above stages therefore, Piaget develops the cognitive theory of play which outlines the cognitive principles of how cognition can be built in children (smith D., 1995). According to this theory, Repetition of experiences through play necessitates assimilation in the childs structures of cognition thus the child sustains a mental equilibrium. New or different experiences cause loss of equilibrium and change the childs cognitive structure to accommodate new conditions hence more and more structures of cognition are erected. Formalized learning as well as language development is enhanced in playing children. Coolhan K. et al. (2000) suggests that opportunities for learning oral communication is presented to the child and this early development of language will later be useful in reading and writing. In addition, children develop problem-solving skills as they play. Some of the playing activities they engage in require critical thinking skills like building with block s, playing with water and sand, doing puzzles, or constructing and designing their imaginative play area (Huertwitz S., 2002). Free child driven play will make a child curious about his or her world and this facilitates further learning. Therefore according to Ginsburg K. (2001), when allowed to pursue areas of their own interest, children are likely to develop a positive attitude towards learning. According to Jean Piaget, Play creates an atmosphere which is relaxed where learning can take place easily. In addition, Piaget suggests that play is not similar to learning and for development in cognition to occur, there has to be assimilation and adaptation. He further refers to play as assimilation in the absence of accommodation. Jean Piaget outlines four types of play namely physical or sensory motor play where a child engages in repetition of physical activity such as swinging of the feet or back throwing of the head for sheer enjoyment of doing so. In symbolic play, the child has a mental representation of non present realities. In this type of play Piaget suggests that It is primarily affective conflicts that appear in symbolic play.   If there is a scene at lunch, for example, one can be sure that an hour or two afterward it will be recreated with dolls and will be brought to a happier solution.   If the child has been frightened by a dog, in a symbolic game things will be arranged so that dogs will no longer be mean or children will become brave ( Piaget, 1912). Examples of types of play which encompass Piagets types include;   Ã‚   Games of pivots (Construction) which   Ã‚   Involve learning accidentally from symbolic play. On this type of play, Piaget suggested that they are initially imbued with play symbolism but tend later to constitute genuine adaptations or solutions to problems and intelligent creations Piaget, 1962.  Ã‚   Other games include Games having arbitrary rules, games involving two or more players, board games with rules, sports and card games (almond J., 2004) Hurtwitz S. (2002) suggests that creative play forms part of creative activity in children which enables them to express themselves openly and without judgment and its shown when familiar materials are used in an unusual way especially when children engage in imaginative play and role-playing. Creativity nurtures a childs emotional health and the experiences underwent during their first years of life can significantly develop their creativity. It fosters mental development by providing opportunities for trying out new ideas, ways of problem-solving and thinking (Singer et al., 1996). Children need to be provided with creative materials and experiences like drawing/painting, photography, music, field trips, working with wire, clay, paper, wood, water or shadows. Time is needed to explore these materials on their own in order to purse their ideas. This involves time to think about how to plan, design, construct, experiment and revise project ideas. Varieties experiences like field trip s, celebrating holidays and activities with other ethnic groups and encouraging children to bring visitors to school leads to creativity. Children should have more personal experiences with people and situations outside of their own environment, in order to incorporate them in their play (Smith D., 1995). According to Piaget, play in children enhances cognitive development which is achieved when there is a continued equilibrium between assimilation (imposing a schema which exists on the world) and accommodation (where the schemas are modified to fit the world).For example through pretence play, a child imposes mental schema on the world thus assimilation and they also observe or imitate past events or activity thus accommodation; play also facilitates creation of tension between accommodation and assimilation which contributes to development in the child (Coolhan K. et al., 2000). Piaget additionally suggests that when children play with objects (pivots) they develop symbolic abstract thoughts and they construct their knowledge through social group interaction which is internalized into thought. Fantasy play or solitary play in infancy become cooperative and negotiated thus contributing to the social, cognitive and emotional status (personality) of the child (Singer et. Al., 2006). Play develops social skills in children especially when playing house and taking up the roles of different family members. Vygotsky cites a situation of two sisters playing at being sisters. They acquire good behaviours and relations between them that are never noticed in daily life situations. Therefore play allows interaction between children as they communicate with each other, socialize in play and listen to ideas of others (Vygotsky, 1978). Cooperation is also enhanced in these children as they discover the importance of working together and sharing the play tools available. Incase of conflicts, they are able to negotiate for better continued playing. Moreover, a socially healthy child adjusts well in school are more likely to perform well academically (Smith D., 1995). Motor skill development is enhanced by active play activities in children. They gravitate to physical activity when left on their own. In play, they perform many activities like running and jumping which leads to physical fitness. Children who dont play are more prone to obesity and many other complications. Apart from large muscle skills, active play also enhances the development of small motor skills when children build, paint or play with clay. Acquisition and refinement of skills necessary for successful learning in school is via active play (Ginshburg K., 2001). Freud developed the psychoanalytic theory and related it to play in children. According to him, play gives children a good platform to speak out unfulfilled wishes and helps in revealing hidden, unconscious wishes and conflicts. Through play, children resolve tensions and build their cognitive, emotional and moral aspects of life thus contributing to their personality. Children initiate play activities and through this, they are able to communicate symbolically through verbal and non verbal means, e.g. through such play activities like narration and story telling or those which involve assigning roles (Singer et al., 2006) According Freud, Play in children helps to relieve various forms of anxiety which include objective anxiety, the fear of the external world; instinctual anxiety; the fear of ones own instincts and the anxiety of conscience (super ego). Freud further suggests that children during infancy cannot oppose actively and defend themselves from the outside world either physically or by modification according to their will. Their ego thus in all kinds of ways endeavors to defend itself against it by means of physical force or to modify it in accordance to their own will (Freud, 1936) The ego in children according to Freud thus defends itself by denial of reality by fantasy, transformation of reality to suit own purpose and fulfill own wishes and it is at this point that the child accepts reality. He suggests that children express denial in form of play using word or art. He suggested that; A small handbag or tiny umbrella is intended to help a little girl to pretend to be a grown-up lady.   Toy weapons of various sorts enable a little boy to ape manhood.   Even dolls create the fiction of motherhood, while trains, cars, or blocks produce in the minds of children the agreeable fantasy that they can control the world.   (Freud, 1936) Erik Erikson derived the theory of child development in which he suggested that development and socialization processes occur in specific predetermined stages and he focused on the social aspect of development. He divided life in eight stages each with a unique time frame and characteristics. According to Erickson, each stage of development has a negative outcome and he termed this as an identity crisis. In Ericksons stages therefore, I will focus on the first four stages which are crucial to play and the childs social development (singer et. al., 2006) According to Erikson, satisfactory learning and resolution of each crisis is necessary if the child is to manage the next and subsequent ones satisfactorily, just as the foundation of a house is essential to the first floor, which in turn must be structurally sound to support the second storey (singer et al., 2006). Erickson also suggests that learning Trust Versus Mistrust occurs in the first one or two years and at this stage he asserts that if the child is given well nurturing and love, play is facilitated hence trust and security is developed. On the other hand, if handled badly, insecurity and mistrust is inculcated in the child and this limits play activity which will later manifest in the child as treatment of others with suspicion and mistrust (Smith D., 2000). The second stage, Autonomy versus Shame, according to Erickson takes place in early childhood, between 18 months to four years. The child if well parented comes out this stage sure about himself, has elation with his control and is proud and not ashamed. If poor parenting is given, play activity is curbed and thus a psychosocial crisis which encompasses a stormy child with tantrums negativism and stubbornness ensues (Hurtwitz s., 2002). This crisis is negative to play activity in the child affecting the social development of the child. According to Erickson, The third stage, Initiative versus Guilt, results in occurrence of crisis during the play age in later preschool years. At this stage, the healthy developing child learns to imagine play activity and to broaden skills via active play of various kinds which may include fantasy. The child also learns to cooperate with others and to lead as well as to follow. However if guilt is inculcated in the child, he becomes fearful, does not participate in play, depends unnecessarily on adults and play skills are restricted in development and imagination (singer et al., 2006). The fourth stage as per Erickson is Industry versus Inferiority which occurs between school age and junior high school and at this stage, the child masters skills of life with regard to relating with other peers in accordance with rules, continuing from free play to play which may be structured by rules and participates in formal teamwork e.g. baseball while engaging in social studies and arithmetic (Alman J., 2004). Homework is necessary and self-discipline increases yearly. Therefore a child who has passed the previous stages successfully through play activity and good nurturing will be industrious. Basing on the above stages, Erikson perceived the world of play as important to early stages of development of a child as it offers a safe place for the child to work through his conflicts for example children can be seen pushing dolls in preschool in the same way that they were pushed. They also engage in role playing family members or other people and this often common. According to Erickson, play creates a safe world in which consequences are neither strong nor the limits rigid. For example, some of the favorite things children in preschool do include role playing, parents, teachers, monsters and wild animals (Smith D., 1995). According to Erickson therefore, play gives the child an opportunity to organize ideas, fantasies and feelings in a plan of play. Therefore play facilitates emotional development and allows exploration of ideas and relationships with less doubt, guilt and sham. Classical Theories of Play According to the Surplus Energy Theory, a child is motivated to play if he or she has a need to release surplus energy and play occurs due to surplus energy which exists when children are set free from their parents self preservation activities.   Through the aimless numerous play activities, surplus energy is released. However this theory does not explain why people and children with little energy engage in play activities (Ginsburg K., 2001). The relaxation theory was devised by Lazarus in 1883  and Patrick in 1916 and it plays a role in children and is a mode of releasing inhibitions which have accumulated from fatigue as a result of relatively new tasks to children. Therefore in children,    Play replenishes used energy as a result of unfamiliar activities of cognition that child engages in. According to the relaxation theory, children and other people play because they need to relax and be away from normal lifes stresses (Singer et al., 2006). The preparation Theory (Instinct/Practice) on the other hand suggests that play prepares children for adult life through teaching: e.g. through such activities as team work and role playing activities (James et al). The recapitulation theory perceives hat activities which re-enact events from history are intrinsically rewarding e.g. hunting, throwing games, hide and seek and chasing. However, many of these activities do not reflect history (Hurtzwitz, S., 2002). According to the Cathartic Theory, children play because of the need of expression of disorganized and painful emotions in a manner which is harmless. For example, children may re-enact their punishments e.g. by scolding a doll. Children can release and complete previously restrained feelings by playing e.g., bursting balloons, pounding clay, or punching an inflated bunching bag) (Schaefer, 1999). This kind of emotional release is important in psychotherapy (Ginsberg, 1993). The Compensation Theory perceives play in children occurs to satisfy the psychic needs through their work e.g. boring and repetitive activity. However, this theory does not fully account for the motivation to play. Children who may want to hit their friends because of anger can redirect this action into play using war-like board games (chess, checkers), card games (war), or competitive sports activities (Almon J., 2004). Some of the modern and post modern theories of play which have been formulated include: Competence/Effectance Theory which perceives Humans as being out to seek and optimize their arousal levels. This is due to the need to generate interactions with the environment i.e. from child to adult. According to this theory, arousal optimization and need for interaction with the environment leads to an effect which gives children a feeling of competence and is rewarding to them. Though this theory accounts for general motivation, it cannot separate play from work (Smith D., 1995).   Ã‚   According to the Pre-Exercise Theory developed by Groos (1898), play in children is a necessary practice for essential behavior in later survival. Thus the playful tactics for example fighting animal games or the rough play of children are the portrayal of skills which will assist in their survival and coping later in life (singer et al., 2006). Other theories include the recapitulation theory by G Stanley Hall (1906) and Wundt (1913) which perceives play not as an activity which necessitates future instinctual skills but serve to relieve children of unnecessary hereditary instinctual skills carried.  According to this theory, Each child passes through a series of play stages corresponding to and recapitulating the cultural stages in the development of the race.     Appleton in 1919 devised the growth theory which define play as a response to generalized growth drive in children and facilitate the mastery of skills which aid them in adult function.   On the other hand, the Ego Expanding theories were developed by Lange in 1902 and Claparde in 1911 and they perceived play as the way of nature to complete the ego and thereby forming the personality of the individual in terms of cognition, social and other skills ( Ginsberg K., 2001).   According to infantile dynamics by Lewin, play takes place as a result of the childs cognitive life space which is unstructured thereby causing failure to differentiate real and unreal.   Therefore, in Lewins theory, the child changes into a behavior of playful unreality in which things can be changed and are arbitrary (singer et al., 2006).    Buytendijk devised another current theory of play in which he suggested that the child plays because he is a child and because his cognitive dynamics do not allow for any other way of behaving (Smith D, 1995) therefore it expresses uncoordinated approach to the environment that the child develops.   The Cathartic Theory (Freud 1908), perceives play as representing an attempt to partly satisfy drives or solve conflicts where the means for doing so lacks in the child thus a child has temporarily worked through a drive through play hence temporary resolution to the drive. Among the modern and post modern theories is also the Psychoanalytic Theory by Buhler (1930) and Anna Freud (1937). They suggested that play in children does not only represent wish-fulfilling attempts but also attempts to cope with anxiety provoking situations which may overwhelm the child thus according to Freud and Buhler, play in children is both defensive and adaptive to deal with anxiety (Singer et al., 2006). Other current theories are Piagets cognitive theory which has been explained in the earlier stages of this paper. Play does not only promote normal child development, but also helps them deal with experiences existing in the environment. Children who lack verbal self expression are able to articulate their feeling and issues through play (Haworth, 1964). Play acts as a means of helping children deal with emotional and behavioral issues. In therapy for example, toys and play materials are provided to inform the child that that space and time is different from all others and that the child should feel free to be fully themselves (James et al)). The child then plays out concerns and issues, which may be too horrific or anxiety producing to directly confront them in the presence of anybody who can help them to feel heard and understood. Symbolic representations through play activities with dolls and puppets give children emotional distance from emotionally attached experiences, thoughts and feelings (Coolhan K. et al., 2000). Play is also used to conquer fear in children and thus playfulness in children dispels depression and stress (Coolhan K. et al., 2000). Therefore allowing a child to play hide-and-seek in a darkened room can help in conquering fear of the dark. Moreover, dramatic play with hospital-related toys can help to significantly reduce hospital-specific fears. At the same time, Fantasy play helps a child to move from a passive to an active role for example when a child engages in role-playing giving an injection to a doll patient. Fantasy play in children also fosters the expression of several defense mechanisms like projection, displacement, repetition, and identification (James et al). In as much as Play contributes to the cognitive, social, emotional and mental well-being of children, free time for children to engage in playing has been greatly reduced by technological development which has brought factors such as hurried lifestyle, changes in family structure, and increased attention to academics and enrichment (Hurtwitz S., 2002). Children who are under forced labour and exploitation are not able to get time and freedom to play. In the current world, there are issues like war and neighborhood violence in which case children are not able to play due insecurity. Children from poverty stricken homes have no resources that facilitate safe playing. However, even those children from well off families with adequate resources may not be benefiting from play due to an increasingly hurried and pressured lifestyle that prevent them from protected self-driven play (Almon et al., 2004). Many children due to technology are currently getting less time for free exploratory play because they are hurried to adapt into adult roles and their future roles at young tender ages (James et al). Parents are misled with carefully marketed messages that model parents expose their children to every opportunity available to advance hence they go on buying many enrichment tools to ensure their children take part in many activities instead of free exploratory play. Some children may be given specialized books and toys meant to stimulate them to develop adequately while others are provided with gyms and enrichment programs after school (Ginsberg K., 2007). Many of these tools and programs are available and highly advertised to parents who believed they are necessary for good development of their children. Therefore in many occasions, much of the time is spent organizing for special events or taking children to those events which also deplete the familys financial resources. Free self-d riven play which is important to children is replaced by highly packed adult-supervised or adult-driven activities, and this limits creativity in children (singer et al., 2006). In addition, this hurried lifestyle brings stress and anxiety related disorders like depression for some children. Increased pressure to perform well in academics possibly manifests in school avoidance and somatic symptoms. The reduction in play may also be due to passive entertainment via television or computer/video games. In contrast to the health benefits of active, creative play and the known developmental benefits organized activities, there is ample evidence that this passive entertainment is not healthy and has harmful effects (Smith D., 1995). In other cases, children who are exposed to videos and computer programs at an early age get addicted to TVs, Computers (laptops) where they engage in computer games or chatting via internet and other staffs most of the time, and for such children, their creativity and motor skills is usually low (Coolhan K. et al, 2000). It has been established that increased attention on academics and other enrichment activities by children plus the family due to the effects of technology and modernism has replaced childrens play. After school children rarely get time to play. Instead they are forced to sit at the table and complete their homework given in school. At the same time, their parents put on them pressure to study extensively forgetting to spare any little time for play (Ginsberg K., 2001). In addition, schoolchildren are allocated less free time and fewer physical outlets at school; for example in the U.S.A, many school districts respond to the No Child Left Behind Act of 200137 by reducing time committed to recess, the creative arts, and even physical education in an effort to focus on reading and mathematics. Due to technology, the art of building also does not favor play in children and this trend affects the social and emotional development of children. Moreover, many after-school child care programs prefer an extension of academics and homework completion over organized and free playas well as physical activity. In conclusion, play generally affects the ability to store new information in children since their cognitive capacity is developed by a significant change in activity. A change in activity does not mean in academic instruction, class topic or formal structured physical education class but strictly free-play recess (Coolhan K.et al., 2000). Less time for play in schools may be contributing to discordant academic abilities between boys and girls. This is because schools with sedentary learning styles have become a difficult place for boys to survive successfully (Almon J., 2004).

Women’s Fight Equality Essay -- essays papers

Women’s Fight Equality During the pre-civil war period of 1820-1860, vast changes in society were occurring. Conflicts between the North and South were increasing in number and intensity, and many advocators of abolition and women’s rights began to gain recognition and supporters. This was a period of great change in the United States, particularly for women. In fact, this is when women began to actively give their support to a wide-range of reforms. Many supported the abolition movement and the temperance movement. With the majority of women advocating for the highly visible abolition and temperance movements, disunity fell upon the women’s right movement. Though the women’s rights movement was not generally considered to be greatly successful, women gained the knowledge, experience, and contacts needed for meetings yet to come by being involved with these movements. The women’s rights movement as a whole is a complex historical event and many happenings are interrelated and uncharacteristically interlinked socially, economically, and politically. Socially, much progress was made in the areas of educational equality, contraception awareness, and the anti-slavery and temperance movements. Women were also somewhat successful economically by gaining more equality in the workplace. Politically, however, they were not so fortunate. Women did not get the right to hold property or divorce until well after the civil war, nor did they gain the right to vote until 1920. Ideas like these were considered by most to be too radical to take on at the time. As a result, overall the women’s movement for equality was not greatly successful from 1820-1860. One of their more successful endeavors was obtaining equal education for women. In 1833, the first co-educational college was founded in Oberlin, Ohio. Oberlin was not only for men and women, but black and whites alike. Oberlin gave women the first sense of accomplishment especially when other schools followed in its foot steps. Prudence Crandall opened a school that same year for African American females and in 1852 the Antioch College welcomed women as students. First Grinnell, and then the state university in Iowa was opened to females.(Millstein 148) Even though women were allowed to attend college and earn an education, they were s... ...jority of their accomplishments were social, and their failures political, with a balanced economical middle ground. As the women won their small victories, they learned what boundaries they could push farther and what ones would come with time. Some of their successes gave way to others. Without contraception awareness and educational equality, women would not have had the time nor the education to eventually organize and unify as one force persistently fighting for equality. The period of 1820-1860, therefore maid the foundation for the women’s rights movement and the abundant successes that were realized in later decades. Bibliography: Franck, Irene. Women’s World: A Timeline Of Women In History. New York: HarperCollins Publishers Inc., 1995. Hanmer, Trudy. The Women’s Rights Movement: Opposing Viewpoints. California: Greenhaven Press Inc., 1996. Lunardini, Christine. What Every American Should Know About Women’s History. Massachusetts: Bob Adams Inc., 1994. Millstein, Beth. We, the American Woman. New York: Science Research Associates Inc., 1977. Rappaport, Doreen. American Women: Their Lives In Their Words. New York: Library of Congress Publishers Inc., 1990.

The Abortion Debate :: Ethics Abortion Abortions Essays

One subject in society that is greatly debated is abortion. The debates are basically divided into 'Pro-Life' and 'Pro-Choice'. Pro-life supporters want abortion to be illegal and not performed anywhere. Pro-choice supporters want the choice to be up to the woman and no one else. There is no ethical way to decide between the two subjects and it's all based on what the person's moral values.   Ã‚  Ã‚  Ã‚  Ã‚  Abortion is the termination of an unwanted pregnancy by loss of or destruction of an egg, embryo or fetus before birth. The term of abortion is used to define the termination of a pregnancy before the fetus attains capacity for life outside the uterus. In all societies, women have for many reasons, sought to terminate pregnancies. When a woman tries to self-induce an abortion it can cause serious physical risk to a woman. Today, abortions in the early weeks of a pregnancy, by a trained practitioner and under proper conditions, can be safe medical procedure. (Americana, 1) In no society, either in the present or the past has there been a single dominant attitude toward abortions. The Greek philosophers Plato and Aristotle discussed abortion as a useful means of population control. Also under Roman law, abortion primarily reflected family rule by the husband, who on the one hand could order an abortion and on the other hand could punish or divorce his wife if she ended a pregnancy without his consent. (Ameicana, 2)   Ã‚  Ã‚  Ã‚  Ã‚  In the Roman Catholic Church they consider abortion as murder only after the point at which the rational soul became instilled, usually said to be 40 days after conception. In 1930, Pope Pins XI declared even if the life of the mother is threatened by giving birth, abortion is unjustified. The only exception to the abortion prohibition that the church has considered to be morally acceptable has been the destruction of the fetus as an indirect consequence of other surgery that is deemed necessary. In the former Soviet Union abortion was legalized in 1917 after the revolution, then it was restricted in the 1930s due to population concerns, then it was legalized again in the mid 1950s. A strong and worldwide feminist movement during the 1960s heightened the pressure to legalize abortion. In the U.S. this trend culminated in a 1973 Supreme Court ruling in Roe v. Wade that made abortion legal during the early months on pregnancy. (Americana, 3)

Determination of the molar mass of magnesium Essay

Introduction: This experiment will be an attempt to determine the molar mass of magnesium. For that we will have an experiment where we dissolve sulphur into hydrochloric acid. Then we measure the amount of gas created during the reaction. To get the molar mass itself we will have to make sure to record the conditions of the experiment such as the temperature or pressure. Material: The material used for the experiment was: 1. eudiometer 2. thermometer 3. barometer 4. measuring cylinder (1000 cm3) 5. Stand with clamp 6. magnesium ribbon 7. hydrochloric acid Method: 1. About 20mm of magnesium ribbon and weight it with the accuracy of 0.001g 2. Pour 5cm3 of HCl into the eudiometer. Then carefully filling the eudiometer with water above the HCl, without mixing the liquids. 3. Wind the magnesium ribbon around a piece of copper wire and let it hang down a little bit into the eudiometer. Make sure there is a hole into the rubber stopper and fill it with water. 4. Place a large measuring cylinder filled with water in the sink. Put a finger over the hole in the stopper and turn the eudiometer upside down into the cylinder. 5. Observe what happens with the hydrochloric acid and magnesium after a little while. When the reaction is complete wait at least 5 minutes so that the eudiometer reaches room temperature. 6. Arrange the eudiometer in the cylinder so that the gas into the eudiometer has the same pressure as the air pressure in the room. Note the air pressure and temperature in the room. 7. Calculate the molar mass of magnesium. Result: Before the experiment the magnesium was carefully weighted on a scale. After turning the eudiometer the HCl started to go down towards the magnesium through the water. Once it reached it a reaction took place creating bubbles of air that went up to the top and pushed the water level down. Once the reaction ended all the magnesium was gone. During the reaction the temperature was read of a thermometer and the pressure of a barometer to get the most accurate values. finally we measured the volume of air inside the eudiometer. Conclusion and Evaluation: When studding the results and comparing them with the book (24.31 ) one can see that the value received from the experiment () is very comparable. Percentage yield: Despite that high percentage the experiment was not accurate enough to have the book value within the error range (≈). The biggest two sources of error in this experiment are the instruments (systematic errors) and of course the human factor (random errors). Also the part of the experiment where one is supposed to turn the eudiometer and put it into water can impossibly be done without bigger or lesser errors since it’s such a complex movement. Then I would like to put extra attention on the thermometer and especially the barometer. The thermometer could only show whole degrees which is a great loss to precision. Then the barometer seemed quite old and unstable and the need to convert the pressure to Pascal and finally reading from it was quite hard which in my opinion was altogether quite hard. Also these where only the conditions in the entire room. One cannot be sure if they where exactly the same in the tube. Especially the temperature of water could have been quite different. Then of course the amount mg could have impossibly been measured accurately and we can’t be sure if exactly all of it reacted. Also the unknown pureness of the reactants and the solvent could justify the error in the result. My suggestions for improvements is to begin with is use of more precise instruments. Then a different method involving a more closed environment and a different method for gathering data. Bibliography: 1. â€Å"Standard Level Chemistry† Pearson Baccalaureate by Catrin Brown and Mike Ford

Chapter Ii: Review of Related Literature

Chapter II: Review of Related Literature History of School Papers In the public high schools in the City of Manila, school newspapers were published as early as 1930, although records show that The Coconut, a mimeographed copy and edited by Carlos P. Romulo came out in the school year 1911-1912. For several years some big schools in the public schools in Manila had one newspaper, the first three pages of which were devoted to English and the remaining pages to Filipino. It was only in 1960 when some big schools published separate issues in English and in Filipino.In 1952, formal instructions in high school journalism began. That was the time when Mrs. Sarah England, an American teacher of Mapa High School, experimented on the teaching of journalism. The experiment proved so successful that other four existing high schools followed suit. These schools formally offered journalism as a vocational subject holding classes on a daily double period throughout the school year. Since then, jo urnalism has been under the supervision of English supervisors, but grades were considered as vocational subjects. History of School Newspapers in the PhilippinesAccording to Jesus Valenzuela in the History of Journalism in the Philippine Islands (1933) and John Lent in the Philippine Mass Communication (1964), the history of campus journalism in the Philippines started when the University of Santo Tomas published El Liliputiense in 1890. However, Oscar Manalo, NarcisoMatienzo, and VirgilioMonteloyola in AngPamahayagan (1985) argued that the history of campus journalism in the country started when the University of the Philippines published The College Folio, now The Philippine Collegian, in 1910.They also added that The Torch of the Philippine Normal University, The Guidon of the Ateneo de Manila University, and The Varsitarian of the University of Santo Tomas were also published two years later. Whatever came first, Carlos Romulo y Pena edited The Coconut, the official student pub lication of the Manila High School, now the Araullo High School. It was published in 1912 and it is now considered the first and oldest high school newspaper in the country. In 1923, La Union High School in the Ilocos Region published The La Union Tab, the first printed and regularly issued high school newspaper in the country.Since then, high school newspapers came out one after the other. Among these high school newspapers were The Pampangan, Pampanga High School, 1925; The Leytean, Leyte High School, 1925; The Rizalian, Rizal High School, 1926; The Coconut, Tayabas High School, 1927; The Volcano, Batangas High School, 1927; The Toil, La Union Trade School, 1928; The Samarinian, Samar High School, 1928; The Melting Pot, Tarlac High School, 1929; The Granary, Nueva Ecija High School, 1929; The Torres Torch, Torres High School, 1930; and The Cagayan Student Chronicle, Cagayan High School, 1931.In 1931, 30 out of 106 high schools in the country had campus newspapers registered at the Bureau of Public Schools. In 1950, this number increased to 169; by 1954, to 253; by 1975, to 500; and by 1986, to more than 900 newspapers in English and in Filipino (Escote, A. 2008). Functions of School Papers Journalism is an academic discourse guaranteed by Republic Act No. 7079, also known as the Campus Journalism Act of 1991, which protects freedom of the press at the campus level and promotes the growth and development of campus journalism as a means of developing moral character, encouraging critical thinking, and strengthening ethical values.Journalism, the art and science of writing for newspapers, periodicals, radio, television, and online publications, enfolds timely and factual reports of unusual or unexpected events, opinions, or situations that affect man and his environment. These reports are gathered, evaluated, and published, broadcasted, or posted on the Web to inform, to entertain, or to influence a large number of readers. The School Paper Advisers According t o Binoya (1999), a school paper adviser has his own mission.The effective and efficient management of a school paper is measured not solely or the merit of a written master plan that predetermines a course of action to be pursued for optimum results. It should likewise place a high premium on how the adviser assumes the role as a mentor to budding journalists. Mentoring is a challenging endeavor that is truly regarding to both the teacher and the student. The mentor finds fulfillment in discovery and development an eager learner and potential champion.A disgruntled and inept adviser is the primary source of disenchantment among young workers. Campus journalist to succeed in their craft need to find an adviser who is determined to make jobs to make his work a happy growing experience. School paper advising is a real challenge where problems encountered every adviser must be handed systematically, various local studies were presented such as Tanodra(1992) revealed in her study that th e greatest number of high school paper advisers in Metro Manila ere not adequately prepared and trained in information disseminating work.She further revealed that because of their paper advisers’ encountered problems with their students’ staff, their fellow teachers and school administrator or principal. Binoya (1999) indicates that the adviser’s number one mission is to inspire young writers to give the school publication their best effort. These could be realized by pursuing these goals. 1. Make school paper advising a more challenging task and perform the job at high level of excellence. 2. Don’t make our staff for granted. Recognize that work achievement. 3. Consider the staff as a team. Show our concern.Don’t hide the fact that we are as human as the young people we work with. Roles and Responsibilities The following are the duties and responsibilities of the school paper adviser as listed by Binoya (1999): 1. Organize at the beginning of the school year and handle journalism classes with above average intelligence and inclination to writing. 2. Organize the school paper tasks. 3. Undertake the structuring, cleanliness maintenance of the staff room. 4. Administer division test in journalism, correct and report of such tests. 5. Read memoranda, bulletins, circulars, information, etc. or the implementation and dissemination of pertinent ones in the school paper. 6. Attend journalism in-service meetings, seminar-workshops demonstration, lessons, city-wide and regional contests. 7. Prepare daily lesson plans. 8. Prepare journalism exercises and instructional aids materials. 9. Evaluate and record pupil performance in the journalism aids and materials. 10. Train contestants for decision, regional, and national contest in journalism. 11. Set up timetable for the production and distribution of the school paper. 12. Copy read article for the publications. 13.Type corrected articles submitted by the staff members. 14. Work with the staff and layout of the school paper. 15. Submit articles and pictures with the corresponding picture to the printer. 16. Proof-read typeset materials and follow up production of school paper at the press until its completed. 17. Take picture of significant activities in the school and in the community. 18. Accompany the staff members in the survey of the school and community resources and activities in joining journalism contests and conferences, and in going to and from the press and in awarding ceremonies. 9. Prepare with the staff the dummy and headlines of the school paper. 20. Prepare pictures for the publication, cropping, caption writing, indicating printers’ directions. 21. Verify through research and interview facts reported in articles submitted by the staffers. 22. Prepare financial reports on expenditures from paper subscription funds after every issue. 23. Keep and update school morgue and file of exchanges. 24. Prepare financial reports on expenditures from paper subscription funds after every issue. 25.Take charge of and be responsible for all books, property and equipment issued for the use of journalism classes. 26. Keep and update school paper morgue and file exchanges. 27. Execute and submit a clearance form issued by the Journalism and School Paper services at the end of the school year and upon going maternity leave, sabbatical leave, study leave, resignation, retirement, and transfer to other office, school, division or change of assignment. 28. Submit file copies of every issue of the school paper to the office of the Journalism and School Paper Services 29.Executive and submit performance rating together with the worksheet. 30. Exert all effort and implement all possible means to improve instruction, develop right values, and accelerate performance. 31. Any change in assignment, all books and other staff property should be turned over to this new advisers and critic. Incompetence of Newspapers Advisers Pan (1990) has listed down the major characteristics of teacher, Advisers such as: credibility, trustworthiness, and expertise among those that affect the teachers of journalism and advising of school paper.She also mentioned administrative support, lack of facilities and equipment, in teaching load as some of the problems encountered by the teacher adviser. Oliva (1999) mentioned that campus journalism should be included in the public secondary curriculum. He also suggested that school administrators should give their full support in promoting campus journalism because it is where our future writers will get motivated. He also suggested that school paper advisers should start to educate students abut consequence of media and students should realize the importance of responsible journalism.The lack and the needs to have better (trained) advisers Consequently, Roque (1972) stated that the task of putting out a school publication requires not only the ability to write effectively but also the ability to pl an, finance, and manage the campus paper. He believes that one who undertakes the writing of a guide for teaching journalism should include the various details that go into managing a school paper as well as offer helpful editorial tips in ranging from the development of the papers format to writing and illustrating news on feature story.He believes that a good school newspaper of journalism could take up the choice and training of the staff, how to prepare the budget, how to plan and layout, copy read, developing and printing pictures, style books production and relationship between the press and the administration Sicat (1988) believes that responsible leadership is naturally developed among the students as they come to know their duties and responsibilities to themselves and others.He added that like any other teacher in the school, the school paper adviser must know the many behaviors of students in the organization that affect the daily climate He should be the one who helps th e students move toward self-direction. While assisting the needs and problems of the students, good rapport and empathy are stimulating characteristics of a school paper adviser. School newspaper adviser’s attainment and preparation are factors contributive to the acquisition of knowledge and information, development of desirable habits, skills and display of favorable attitudes and appreciation.Complimentary to educational attainment are the fruits of competence and creativity but dedication is one’s commitment. Attitude and values towards work are the story factors on how to measure the performance of a school paper adviser. Important Writing Skills Considering that the teachers plays a vital role in bringing along the language arts to the mind of the learners, the teacher according Vile (2008:1) should involve setting the conditions for learning by understanding how a learner learns.The teacher has to determine the teaching style, the approach to be used, the method and the classroom techniques, procedures and activities to be used in the classroom. The classroom then must create a conducive atmosphere that is geared towards teaching students how to communicate genuinely, spontaneously and meaningfully in the second or foreign language. Thus, implying the use for communicative competence. (Novilen A. Bendebel 1996)Kinsella (1981) stated that the inability to spell correctly and confidently is one of the most serious problems in writing for many people. If language is incorrect, then what is said is not meant. If what is said is not meant, then what ought to be done remains undone (Jean Wrynick, 1986) Velmonte (1980) pointed out to attain success in speaking or writing in any language, one most first have something to say; one has to know how to express what he wants to say correctly and effectively.This ability in correct expression, oral or written, depends upon the development of certain abilities and skills. Lado (1989) stressed that in a d evelopment of oral and unwritten skills, teachers have to steer clear of the tendency to over-emphasize the parts of speech. The ability to speak and understand a language is different from the mouthing of rules and parts of speech. Often those who can use language are unable to recite its rules and to memorize the parts of speech and also those who can recite its rules are unable to se it. Knowledge about the language is not a substitute for language use. The task of the teacher of composition writing is to establish the context for learning. He can do this by exercising control in setting the students’ task, so that the student is free to invent his own ideas, put them into sentences and paragraphs and organize them within a controlled situation. Whom establishing this context for learning, the teacher must consider. Rizza B. Bagalanon 1999

Problems and Aspirations of Youth Essay

INTRODUCTION: Trying hands on contemporary writing and then reigning over hearts of millions is not that easy as has been proved by one of the prominent writers of the day – Chetan Bhagat. Very few authors have managed to reach out to such a wide audience as Chetan Bhagat. There is originality of content in his writings and when he writes people feel as if it is their story. He is a phenomenon that has affected everybody, touched everybody’s life. Indian Publishing shall now be divided into pre and post Chetan Bhagat. He has created those kinds of landmarks. Chetan Bhagat projects his readers’ viewpoint in his writings. According to him,† A writer’s first job is to strike a chord, and not to please elitist circles,† He does it by caring for his readers and listening to them,† It can’t be just the language, as it is simply the common language of the people. It is more about what is being said and communicated that strikes a chord.† Chetan s trongly believes that the language should be colloquial- a popular fiction has to be a dialogue with the people on the streets. CHETAN BHAGAT:- A BIOGRAPHICAL SKETCH Chetan Bhagat (born on 22 April,1974) is a contemporary Indian author who has written four novels namely :- â€Å" Five Point Someone- What not to do at IIT†, â€Å" One Night @ The Call Center†, â€Å"The 3 Mistakes of My Life† and â€Å"2 States: The Story of My Marriage†, respectively. He grew up in Delhi in a Punjabi family in an uncertain home environment where his parents used to fight a lot. His father, an army officer, was very strict and he wasn’t allowed to watch television or films. So, Chetan and his brother used to make up movie stories and perhaps that’s where this tact of writing all sprang up. Bhagat attended Army Public School (1978-1991), Dhaula Kuan, New Delhi. He studied Mechanical Engineering at the Indian Institute of Technology (IIT), Delhi (1991-1995), and then studied at the Indian Institute of Management (IIM), Ahmadabad (1995-1997), where he was named â€Å"The Best Outgoing Student† He fell in love with his IIM Ahmadabad classmate Anusha and they eventually got married. His novel â€Å"2 States: The Story of My Marriage†, is a fictional version of his love story. After graduating from IIT and IIM, he joined Peregrine, a financial service company in Hong-Kong. It shut down in six months but Chetan stayed on in Hong-Kong for eleven years, moving to Goldman Sachs. It was to spite his boss that he started writing his first novel. No doubt it was a great moment for Bhagat but he was in a bank and dissatisfied. His boss was very bad. So to take revenge on him. He started writing in office. CHETAN BHAGAT’S WRITING STYLE AND CHARACTERS The secret to Chetan Bhagat’s success is he writes in ordinary English – and it is reassuring for young people to know someone knows what they are going through. In other words, Bhagat’s writing style tends to be simple with linear narratives and vivid storytelling. His protagonists tend to be named after avatars of Hindu deity Vishnu, like Hari, Shyam, Govind or Krishna. All his books have a number in the title (e.g. ‘five’ in the first, ‘one’ in the second, ‘three in the third and ‘two’ in the fourth book.) When asked about this, Bhagat replied that he is a banker and he can’t get numbers out of his head. Bhagat, 35, is the first to admit that he is no Arundhati Roy, the Indian Booker Prize winning author and says he knows critics feel his books are shallow. But Bhagat, who enjoys a rock-star like popularity among his readers, aged mainly 13 to 30, said he has the ultimate riposte—â€Å"My books sell.† Bhagat says that he writes for ‘ordinary young people’ who feel suffocated by their parents’ desire for them to become doctors, lawyers, or engineers. According to Bhagat- Indian youngsters live under pressure-cooker conditions to succeed. There is cut-throat competition to win places in India’s elite universities with youngsters compelled to score highly from primary to high school. Entrance to top universities often requires ninety percent- plus averages and most children have afterschool tutoring to attain such marks. A paragon of this philosophy can be seen in his novel â€Å" One Night @ The Call Center†, where the hero, who answers the phone calls from clueless Americans about their cooking appliances, remarks,† Every cousin of mine is becoming a doctor or engineer,†¦Ã¢â‚¬ ¦.You can say I am the black sheep of my family.† Bhagat believes that India tends to have an academic and social revolution to prevent young people simply regurgitating what they learn without thinking. He wants to convey this message across to the Indian youth- even if they don’t get stratospheric marks, they are still entitled to a happy life; and it’s not the end of the world if they fail. He generally talks about youngsters’ worries, their anxieties and all those things which preoccupy them, by means of his writings. His writing subjects include parental academic pressure along with pre-marital sex, drinking and other topics taboo in socially conservative India. CHETAN BHAGAT’S NOVELS 1. FIVE POINT SOMEONE- WHAT NOT TO DO AT IIT! â€Å"Five Point Someone†¦.† was his first book which adopted a breezy, ironic tone to explore the lives of exam-oppressed students who cram to get into the Indian Institute of Technology, Delhi and then rebel against the stultifying atmosphere of academic competition. It features soft-drugs, binge- drinking, and an affair between a student and his professor’s daughter. To be clear, the story of â€Å"Five Point Someone†¦Ã¢â‚¬  revolves around three studentsHari, Ryan and Alok who come from three different backgrounds. The book is about their years in IIT Delhi and how they cope with the pressure of studies, family and relationships. The book was well received by the public, especially among the younger generation, and brought Bhagat a large following. It was adapted into a play by the theatre group ‘Madras Players’ and also by ‘Evam’. This book was adapted into a movie called ‘3 Idiots’, though Bhagat has stated that he was not involved in the scriptwriting in anyway, and was involved in a controversy with the director and the producer of the movie over crediting his contribution to the script. Directed by Raj Kumar Hirani, and starring Aamir Khan, R. Madhvan, Sharman Joshi, Kareena Kapoor, and Boman Irani in pivotal roles, it was released on 25 December, 2009. About a week after the release of the movie, ‘3 Idiots’, Chetan Bhagat claimed for the credit for the story and this credit row became a national issue. On January 1, 2010, Star News channel got Chetan Bhagat, Aamir khan and Abhijat Joshi- the so-called script writer, switched to each other at their respective places through Star News correspondents. During this programme, Chetan Bhagat claimed that before the release of the movie ‘3 Idiots’, neither he had been shown the preview of the movie nor given any participation in the script writing. At that time he was told that the adaptation of ‘Five Point Someone†¦.’ to ‘3 Idiots’, was just two to three percent or at the most just five percent and rest of the plot was different, but when the movie released and hit the Box Office as the biggest hit of the time, Chetan felt bad, because the story was not just five percent from his book rather it was seventy to eighty percent of his book. He kept mum for a week but when his fans and readers kept on asking him why he didn’t take any action or show any reaction against the makers, at that point of time Bhagat sought the shelter of the media and came into the lime-light with his credit claim. On the other hand Aamir khan in one of his interviews made it clear that there was no similarity between the movie and ‘Five Point Someone†¦.’ and also as Aamir had not read Bhagat’s novel, Bhagat prohibited him to go through ‘Five Point Someone’, saying that both the movie and the novel were quite different from each other in story as well as plot. And now after the release of the movie, seeing it to be a big hit Chetan Bhagat is claiming for credit? It is quite wrong on his part because he wants to snatch the credit of Abhijat Joshi- the actual script writer of ‘3 Idiots’, who worked on the story along with Raj Kumar Hirani – the director. Aamir also interrogated Chetan Bhagat saying that Raju Hirani had directed ‘Munna Bhai MBBS’ and its sequel ‘Lage Raho Munna Bhai’, so Chetan Bhagat would claim that these two movies were also his creations! Aamir labeled Chetan Bhagat as publicity hungry writer. Chetan Bhagat defended himself by saying that the producer Vidhu Vinod Chopra had told him that there was hardly any similarity between the movie and the novel apart from the five percent of loose inspiration. He added that he relied upon Vidhu and said so to Aamir prohibiting him going through ‘Five Point Someone’. It was only after the release of ‘3 Idiots’ that Chetan Bhagat realized that he had been duped as Vidhu kept him in dark by lying and that was why he claimed for credit. He said that as per contract signed between him and Vidhu, he had been promised full justice by displaying his name among the main star-cast, but his name was given towards the end among assistants’ names in the rolling cast. This really pinched him. At one occasion during the promotion of the movie ‘3 Idiots’, interacting with the media persons in a press conference when a press reporter asked Raju Hirani, Aamir and Vidhu Vinod about the authenticity of the story whether it was an original one or taken from Chetan Bhagat’s ‘Five Point Someone†¦.’, Vidhu Vinod lost his temper. He raised his finger at that press reporter and asked him to shut up. This act of Vidhu further added oil to fire and the matter turned from bad to worst. All the news channels repeatedly telecasted Vidhu raising finger and saying ‘SHUT UP’. No doubt, the next day, somehow, Vidhu realized his mistake and openly apologized labeling himself a ‘BEAST’ and his action of raising finger and saying ‘shut up’- an insane or uncivilized act. When asked about Vidhu’s ill-mannerism from Chetan Bhagat, the later showed his gratitude to the media for bringing forth Vidhu’s real per sonality, as it would have been quite difficult for him to do so at his own level. A few days after this incident another interview with Chetan Bhagat was telecasted on news channel where he disclosed that Abhijat Joshi had threatened him to send a legal notice in his name if he ever claimed for the credit for the story again. Chetan Bhagat subsided for some time. It was a great shock to the fan-readers of Bhagat when a video clip of Bhagat’s interview on 24-12-2009 was telecasted on another news channel. It showed Bhagat in very high spirits saying that he had given his book ‘Five Point Someone†¦.’ to the makers of ‘3 Idiots’ just like a daughter and after watching the premier of the movie ‘3 Idiots’, it seemed to him that his simple daughter turned into a bridal-look, so he would definitely give five out of five points to the movie. Chetan Bhagat also appreciated the adaptation of ‘Five Point Someone†¦.’ to ‘3 Idiots’ and confessed that he couldn’t have done this if asked for as Raju and Vidhu have done and added that his family is quite happy over this. Bollywood News channel Lehren depicted this incident of credit claim row and Vidhu’s misbehavior mere a pre-planned drama to benefit both the movie as well as the book. 2. ONE NIGHT @ THE CALL CENTER It was released in India in October 2005 also to popular demand. This book was about six people who work at a call center and about a night when they receive a call from God. Noted Bollywood film director Rohan Sippy bought the rights from Bhagat, but later Sippy let the rights pass on to director Atul Agnihotri, brother-in-law of Arbaaz Khan. The movie version of the novel is titled as ‘HELLO’ starring Salman Khan, Sohail Khan, Amrita Arora, Esha Koppikar, Gul Panag, and Sharman Joshi. Bhagat worked directly on the script of the movie, moulding it to fit the silver screen. However, the film did not succeeed commercially. ‘One Night @ The Call Center’ is a romantic comedy set in an office where bored young Indians try to resolve the mindless inquiries of Midwestern American Technophobes. The story is a comedy of romance and crossed lines. There are three main themes: – ex-girlfriend, bad-boss, and God. The story revolves around six friends who are selling home appliances to the US from a call center in India. Each one has an issue with love. Call agent Sam works right beside the girl who has just duped him. He is dating someone he can’t stand just to get over her. Esha is just short of becoming a model. Two inches, to be precise. Vroom wants to change the world. Radhika is trying to manage her mother-in-law, and hold down her job. Tonight is Thanksgiving in America, and customers are queuing up to complain about white goods going wrong. On this night of a thousand phone calls, when life couldn’t look more dismal, one unique caller got on the line- God: and that call is going to change everything†¦.A romantic comedy of six friends kicking against the system, against their boss, and against each other. The fact that ‘One Night @ The Call Center’, was an enormous success in India is very strange or unusual and troubling. Although it may seem a feel-good story about Indian empowerment in a globalized world, but Bhagat finds no other way to reach a happy end but through a ridiculous and an unexpected event saving a seemingly hopeless situation and a series of morally reprehensible acts. One might be able to forgive him invoking God- the ultimate fall-back guy when nothing else works: but the mean-spirited and outrageous means he chooses for his characters to find happiness and satisfaction is beyond contempt. In the opening page, we are asked to do a task- think about something you fear, that makes you angry and one thing you don’t like about yourself. After a deep pondering, one may come up with an idea and plod on with the reading. When you reach the end of the novel you find yourself thinking about what you said in the beginning and viewing it in a different way- clever stuff, actually Bhagat’s writing style is so easy that you are soon swept along with the narrative. The novel has a prologue, in which author- Chetan Bhagat encounters a beautiful woman on a train-trip. She offers to tell him a story- but will do so only on one condition that he uses it for his next book. It is set at a call center, describing the events of a single night shift†¦..and she warns him (as well as the readers) to expect at least one unusual occurrence: â€Å"it was the night†¦.it was the night there was a phone call from God.† That’s a lot of pressure to put on a book- and since the phone call comes on page241, that’s also an awful lot of suspense to leave the reader in for a very long time. The story is narrated by Shyam Mehra, who works at the Connections Call Center. Here Indians man the phones all night, fielding calls from American consumers who are having troubles with their electronic goods. The company is kept afloat by its account with Western Computers and Appliances, but isn’t doing spectacularly well (â€Å"call volumes are at an all time low†¦.Connections is doomed†) and there is talk of â€Å"rightsizing† i.e. downsizing. Shyam works in the WASG bay which stands for the Western Appliances Strategic Group, handling home appliance issues i.e. people having trouble with their refrigerators, ovens, and vacuum cleaners. The novel focuses on Shyam and handful of his colleagues- a motley crew of Indians who, for a variety of reasons, have wound up in the same job. For quite a while ‘One Night @ The Call Center’ is fairly predictable; the characters and their personal stories are introduced, the bad boss is shown being bad, the American callers are unlucky. Bhagat does not do any of this particularly well, but it’s modestly engaging and there seem to be some possibilities. Priyanka’s sudden engagement to a Microsoft-man she has never seen, stirs the things up, and each of the characters has his or her own story which Bhagat at least offers a glimpse of. He is at his best in describing the workplace- silliness, dealing with customers and bosses, though not particularly creative or imaginative. Bhagat has a self-righteous and important streak that undermines much of his possibly valid social criticism. Claims of intellectual superiority hardly mask the pathetic inferiority complex they all seem to suffer from. At Connections they are taught: – â€Å"the brain and IQ of a thirty-five-year-old American is the same as the brain of a ten-year-old Indian. This will help you understand your clients. You need to be as patient with them as you are when dealing with a child. Americans are stupid, just accept it.† It was quite surprising that the novel ‘One Night @ The Call Center’ was getting an American release, as Americans aren’t exactly shown in a flattering light here. The thirty five is equal to ten rule just makes one stunned. The Indian call center teaches all the agents that a thirty five year old American is as intelligent as a ten year old Indian child!! One would wonder how Americans will take this saying. Perhaps one sort of has to insult the people who call all night long to complain about idiotic problems now and then to stay sane and not end up screaming at them after one stupid question too many. The author does acknowledge that in spite of the vast intelligence Indians have, the country is plagued by corruption and thus very behind America. In a nutshell, it can be said that Bhagat raises valid issues and concerns- but does not take them in the least seriously, offering neither reasonable descriptions of the issues, nor any sensible way of dealing with them. The characters one finds working in these places like call-centers, the cross-cultural issues (some of which he even manages to begin to convey), the different faces of modernizing India, the family pressures especially on women; Bhagat even lays a decent foundation. But in going completely overboard like God! Operation Yankee fears! ; He undoes all of the promise of the book, and with his morally defective happy end, sends such a wrong message that one has to condemn the whole exercise. 3. THE THREE MISTAKES OF MY LIFE It is Bhagat’s third book, about cricket, religious politics and rebellious love. About how three friends get caught in a tangle to earn some money and fame, and how they sort it out. The book was published in May 2008 and had an initial print –run of 200,000 copies. The novel follows the story of three friends and is based in the city of Ahmadabad in western India where the author had begun his independent life and so this city is quite close to his heart. Farhan Akhtar’s Excel Entertainment has bought the rights for making a movie based on this, and it will be directed by Abhishek Kapoor of ‘ROCK ON!’ fame. The book has fiction: – sentiment, romance, social message, business, life, relations, religion and of course cricket. It’s the story about three friends Omi, Govind and Ish who are struggling to decide their goal. The story is presented through Govind’s eye; he is a brilliant student of mathematics. He has an aptitude and penchant for business and it’s his three mistakes of life that are presented along. Govind is a true Gujarati, interested in coming up on his own in life through business. Ishaan or Ish- a failure in studies but a great cricketer (obviously great in the local school team), has a passion in playing, teaching and watching cricket. Omi comes from a family of priests with no inclination of becoming a priest and just moves along with his two friends. The journey of these simple people in life, how their lives get affected by the worst disasters in Gujarat’s history is portrayed in a simple yet efficient way by Chetan Bhagat. This book also teaches you how your dreams crash into pieces by unexpected events but how with the support from people around, you get back on track, focus and rebuild your dreams. Vidya, Ishaan’s sister, a teenager with her eyes on Govind, represents typically homely Indian girls trying to lose their virginity and so-called boys feeling shy and guilty after having sex with them†¦. as Neha in ‘Five Point Someone’ and here Vidya in this novel. Ali, a gifted batsman and son of a local Muslim politician, plays a prominent role in the story. It’s the story of how Govind, Ishaan and Omi come up with a sports store in their area and how they achieve success in it by clubbing it with Math’s tuitions and cricket coaching classes. The writer has thrown in the angle of Ali a gifted batsman who is in need of coaching and as Ishaan is an avid cricket player whose passion lies in playing, teaching and watching cricket, comes in as Ali’s savior because he does not want a brilliant talent to be wasted. Then there is a love angle of Vidya and Govind thrown in. And to top it all Chetan Bhagat has placed the novel in the era when Ahmadabad suffered with a nightmare of an earthquake and riots. The book traces the lives of these characters and their trials and tribulations. This novel especially comes at a time when people only want to come up with excuses to show or feel how different they are rather than see the common aspects and bring oneness which can keep us together and achieve our common goal of growth, peace and prosperity. The language is simple, it connects well with the youth of India and the narration has improved as compared to the earlier novels. Chetan Bhagat has again proved that to be best novelist you don’t need fabulous vocabulary or you don’t need awesome critics review, all you need is a thread to connect to the plain minds of people. Truly this novel teaches you- life will have many setbacks. People close to you will hurt you, but you don’t break it off, you don’t hurt them more. You try to heal it. It is a lesson not only you, but our country needs to learn. The story involves some of the major headlines of early 2000 like the Gujarat earthquake, India-Australia test series, the 9/11 WTC attack and not to forget the Godhra train mishap. Apart from cricket, business and religion it also has the mesmerizing love story between Govind and Vidya the story is good, since the events are from recent past and it’s easy to connect with it. It can be completed in one sitting. But there are not many surprises as it has not gone away from Bhagat’s typical style of writing. It is less on humor content as well. Chetan has been very clever by stating ‘3 mistakes’ and you keep flipping the pages for knowing the other two mistakes as the first mistake you will come to know quite soon. It is a book with nice ingredients of real events and fiction perfectly cooked for a delicious dish. No mistake in giving it a read. 4. 2 STATES: THE STORY OF MY MARRIAGE This book is about how love marriages work in India and is again typical of him in the first person. It is like his first book ‘Five Point Someone’, expected to be inspired by his own life. The book is funny and completely different from his previous novels; perhaps this time Bhagat did not want to write about friends any more. ‘2 States†¦.’ is about Krish and Ananya, who are from two different states of India. They are deeply in love and want to get married. But their parents do not agree. To convert a love story into a wedding, the couple has a tough fight ahead of them. Perhaps it is no secret that Chetan, a Punjabi and Anusha, a Tamilian, had to work hard to have both sets of parents agree to their relationship and subsequently their marriage. To provide a further glimpse into their personal story, Chetan decided to take up penning this book after leaving his banking job and having decided to become a full-time writer. While Anusha emphasizes that when Chetan announced to her for the first time this book would heavily lean on their life story, she indeed was a little wary. In fact Anusha also stresses that before writing the book, both Chetan and she spoke to their parents assuring them that it was not about them. While Chetan accepts that a lot of portions of the book have been dramatized at the insistence of his wife, he credits his fans for conceptualizing this book. When Anusha read the book, she loved the female lead, who is modern, liberated and educated. India is opening up and parents are learning to accept love marriages despite prejudices about caste. Bhagat has dedicated this book to his in-laws and it would be for the first time any Indian writer has dedicated a book to his in-laws. In fact Chetan Bhagat admits that one of the biggest challenges would be to make sure that his in-laws still want to talk to him after reading this book. He surprises us by saying that he hopes that his wife’s parents will still be his in-laws. But, interestingly, Anusha’s parents had actually flown down from kolkata to attend the launch of the book ‘2 States†¦Ã¢â‚¬â„¢ There is no second opinion about this that Indian love marriages are not easy. It’s just the boy and the girl who fall in love, but everyone- i.e. both their clans, have to fall in love too. In the end, the boy and the girl start questioning whether there’s anything more left to it and even fight. But it’s important to know what parents think of your marriage. Parents still have the remote control when it comes to emotions. According to Bhagat- however independent you are, getting married without parents’ approval is not good for the relationship. No doubt parents’ protesting against children marrying outside caste or religion is archaic today, still there are some honour-killing incidents in the recent times. Bhagat inspires by saying that if all else fails, the parents should do it for the sake of country. ‘2 States†¦.’ we all know well, is the story of Bhagat’s own love marriage to a Tamil Brahmin. Bhagat found that his own marriage had scope for humor because this Punjabi-Tamil is a continuous thing and a lot of Indians can relate to it. The story is fictionalized but the feelings that Bhagat had gone through, are the same as what the characters experience. And of course it was difficult for him to convince his own parents to accept his Tamilian wife – Anusha, who was also a banker. So, there are jokes about Punjabis and Tamilians in this book. More importantly, Bhagat used it to address to his strained relationship with his father. Speaking about ‘2 States†¦.’, Bhagat says that the story is not a memoir, it was nice, the feeling of suspension of disbelief, but as it involves his own family, so he wants to make it clear that it is a work of fiction. That is why there are character changes and the dramatization is higher. Calling it a fluffy novel, Bhagat says that it is personal and treats the complex issue of inter-community marriages, the fun way. And sends home a bigger message of homogeneous society. According to Bhagat, homogeneity is important for a country to move forward. Today’s youth are traveling to different cities for studies and work, and they will meet someone; but parents are still rooted in prejudices that have to be addressed. To take his stand point firmly, Bhagat cites the success stories of Korea, Taiwan and China that have seen progress from a developing country by adopting homogeneity. Chetan Bhagat believes to do what your heart says. Knowing what you want and sticking to your decision is most important. And he himself did just that. He fell in love, knew what he was doing and followed his heart. And so, a book happened. Bhagat feels that his best stories are those drawn from his own life and experiences. The more personal the book, the more unusual and funny it becomes for him. People relate to it better because they know him, his wife and his twin sons. He strongly believes that the function of literature is to reflect society and by means of his novels he is causing some change in a large part of India, which is far more satisfying. AS A COLUMNIST Bhagat has an open-ended column in Dainik Bhaskar, a large Hindi newspaper and another at The Times of India, English daily. He says,†the main purpose of the books and films is to entertain, but the columns allow me to give my views on how the nation should be run.† His articles are written in simple English to achieve mass appeal. He also visits Educational Institutions in India to give motivational talks. ON TELEVISION Bhagat was a judge on a reality show by Star News called ‘Star Anchor Hunt’ AWARDS Chetan Bhagat has been honoured with ‘Society Young Achiever’s Award’ in 2004 and ‘Publisher’s Recognition Award’ in 2005.

Free Essays on Lorenzo Lotto

LORENZO LOTTO Lorenzo Lotto born in 1480 and trained along side of Titian as well as Giorgione in the studio of Giovanni Bellini. Lorenzo Lotto was originally from Venice, however he spent most of his life active in Treviso, Bergamo, and Ancona where the portraits and religious paintings that he specialized in often were sold for higher prices than he would have received back in Venice. Lotto seemed to stray somewhat apart from the dominant Venetian artistic traditions and explored a variety of painters' styles. He did however assimilate the works of Titan as well as other Northern European artists such as Rapheal. But on the other hand his work shows great perceptiveness an awareness and individualism. He is perhaps best known for his portraits due to the ability to capture the real mood and personality of the person. Despite the wonderful portraits that he does I chose to critique one of his other paintings. I choice this perhaps because of my personal religious background or possibly because of the intense detail. I found myself looking threw an considerable amount of Lotto's paintings. A significant amount of these portraits were done to include the Madonna and child and many were done on commission and included some of those who paid him to do the paintings. I have chosen to critique "Madonna of the Rosary". Done is 1539 Oil on canvas 384x264cm(151.18x 103.94in)=(12.6x8.6ft). Church of San Nicolo,Cingoli. From his birth in the lower center circle to his crucifixion on the far right center. Piece by piece you can see the Detail and vivid color that he uses. He gives each picture an almost dream like sense with the blank stare that the figures have along with the earth tone colors. Take a good look at these unclose. These include a depiction of Jesus speaking to his disciples and his beating prior to his crucifixion. This second one includes Jesus and his journey to his crucifixion upon the cross. This circle includ... Free Essays on Lorenzo Lotto Free Essays on Lorenzo Lotto LORENZO LOTTO Lorenzo Lotto born in 1480 and trained along side of Titian as well as Giorgione in the studio of Giovanni Bellini. Lorenzo Lotto was originally from Venice, however he spent most of his life active in Treviso, Bergamo, and Ancona where the portraits and religious paintings that he specialized in often were sold for higher prices than he would have received back in Venice. Lotto seemed to stray somewhat apart from the dominant Venetian artistic traditions and explored a variety of painters' styles. He did however assimilate the works of Titan as well as other Northern European artists such as Rapheal. But on the other hand his work shows great perceptiveness an awareness and individualism. He is perhaps best known for his portraits due to the ability to capture the real mood and personality of the person. Despite the wonderful portraits that he does I chose to critique one of his other paintings. I choice this perhaps because of my personal religious background or possibly because of the intense detail. I found myself looking threw an considerable amount of Lotto's paintings. A significant amount of these portraits were done to include the Madonna and child and many were done on commission and included some of those who paid him to do the paintings. I have chosen to critique "Madonna of the Rosary". Done is 1539 Oil on canvas 384x264cm(151.18x 103.94in)=(12.6x8.6ft). Church of San Nicolo,Cingoli. From his birth in the lower center circle to his crucifixion on the far right center. Piece by piece you can see the Detail and vivid color that he uses. He gives each picture an almost dream like sense with the blank stare that the figures have along with the earth tone colors. Take a good look at these unclose. These include a depiction of Jesus speaking to his disciples and his beating prior to his crucifixion. This second one includes Jesus and his journey to his crucifixion upon the cross. This circle includ...