An Analysis of the Use of Action to Find Happiness Essay -- Uncle Vanya

In a hotel suite, Dominic Cobb’s wife jumps off a ledge and dies in hopes of returning to what she thinks is the real world. Cobb must then decide whether he should forget the past and move on to find his own enjoyment or stay within an unconstructed dream space, where he is able to live with his wife. In Uncle Vanya, Anton Chekhov tells the story of a family of unhappy souls who have trouble finding pleasure in the world. As a result, Andre Gregory and Louis Malle use the opening sequence of Vanya on 42nd Street to foreshadow Chekhov’s argument that humans must take action find happiness, but only after they make peace with the past. Throughout Anton Chekhov’s play Uncle Vanya, idle characters are unhappy while active characters are more content, which shows that action gives way to happiness. For instance, Yelena claims there is no happiness for her on the earth (Chekhov 171). However, Yelena does not do any work around the house, and she depends on her husband, Serabryakov, for food, lodging, and money. Others cherish and love her, and she has all the necessities of life without working, yet she is still upset. Since she has all needs for free, the only possible cause to her sorrow is her idleness. Furthermore, Vanya asserts that he is lazy and does nothing except complain; yet, he still claims that his brother-in-law, Serabryakov, has â€Å"destroyed my [his] life (Chekhov 148, 186).† Following the death of his sister, Vanya has worked for Serabryakov around the estate. However, since Yelena’s arrival, Vanya has become an idle man and no longer works for Serabryakov. Since he is not active enough to move forward in life, he lurks over the past, which makes him an unhappy man. On the other hand, Waffles, who constantly plays his gu... ...ife better, one must follow the path to happiness and move forward instead of waiting for someone else to guide them to the end of the path. With common street-signs and the characters in Uncle Vanya, the directors of Vanya on 42nd Street reveal that humans are able to find true happiness, but only after they make peace with the past. Chekhov’s argument has a monumental impact to the hopeless, and reassures society that even though humans are dominated by repentance, happiness can still be found. Through the use of illusions and character behaviors, Chekhov demonstrates how the failure to let go of the past leads to complications with happiness. With street signs, Malle and Gregory indicate that in order to prevent from jumping into a realm of misery, humans must take action to reach happiness, where it is fundamental for the subconscious to leave behind the past.

Analysis of Writing Womens Worlds by Lia Adu-Lughod Essay examples --

Analysis of Writing Women's Worlds by Lia Adu-Lughod Writing Women's Worlds is some stories on the Bedouin Egyptian people. In this book, thwe writer Lia Adu-Lughod's stories differ from the conventional ones. While reading, we discover the customs and values of the Bedouin people. We see Migdim, a dominator of the people. Even though her real age is never given, one can assume that she is at the end of her life, maybe in her mid to late eighties. Migdim's life seems to include all the changes inside the Boudin community. Throughout the narrative of her life, we are able to realize the life way and changes within this exclusive society. One of the more in depth stories that Migdim told was how she refused the marriage to the man her father chose for her. It is customary for a woman to get married to her paternal first cousin. Her female relatives made her the tent she was going to live in and brought her some bridal gifts. Migdim refused to eat as well as covering herself in color in order to holdup the wedding. After much objection, Migdim did not marry the man that her father chose. Actuality, her father failed twice trying to arrange a marriage for her. All the way through Migdim's incident with arranged marriages, we can understand the old customs that has to do with marriage. It is obvious that, although women were believed to be obedient, they were capable to effectively convince men. Yet, today there seems to be a sign toward polygamous marriages that are eventu...

Macbeth :: essays research papers

How do the witches create an atmosphere of nightmare And evil in ‘Macbeth’? The play ‘Macbeth’ was written in the early seventeenth century, in a time when the English people believed very strongly in the existence of witches. A range of powers were certified to these evil beings, including the ability to see into the future, control the weather, fly and become invisible at will and communicate with the devil. The witches were believed to enjoy making human beings suffer, by causing livestock to get ill and die, for example. From the outset of this play, when three witches appear on stage, the contemporary audiences would have anticipated a plot that demonstrated just how evil such creatures could be. In Act 1 Scene 1 Shakespeare introduces the witches immediately and this sets the tone for the rest of the play, it sets a mood of evil and supernatural influences. In this scene the witches meet close to the battlefield, this associates them with destruction and death. The first impressions we get from this scene is that there is aggressive weather which reflects their tendencies and their presence causes chaos in nature, also darkness links the witches with evil, two thirds of the play is set in the darkness. An absence of light suggests an absence of God and he is associated with light and goodness. The witches speak in rhyming couplets â€Å"When shall we three meet again? In thunder, lightening or in rain?† Speaking in rhyming couplets gives the impression of chanting or a spell being cast. Their control over the weather is alluded to as they discuss what it should be like the next time they meet. The witches refer to the current battle as a ‘hurly-burly’. Bu t really this was a battle of horrific proportions that was to decide the fate of an entire country, resulting in many deaths. The witches’ description of this as a ‘hurly-burly’ suggests that they are dismissive of it, comparing it more to a childish scuffle in a playground. This shows how contemptuous they are to the affairs if man and their lack of concern at such human carnage and suffering. The witches know when the battle will be over suggesting that they may have some influence on this and reinforcing the idea that they can see into the future. They discuss their plan to meet with Macbeth, an intention that convinces the audience they mean to cause him harm.

“How Far Is Play Key in Rosencrantz and Guildenstern Are Dead?”

In the play â€Å"Rosencrantz and Guildenstern Are Dead†, the writer Tom Stoppard reveals to the reader the importance of â€Å"play† in his play and how it helps develop the plot and the characters of his literary work. Stoppard uses witty language, and satirical humour to help highlight the importance of numerous types play to the reader. Stoppard uses play as a main theme throughout his play as commentary on how play has many different interpretations, thus he uses his play as an impetus to explore this theme and allow the reader and the audience to gain a better understanding. Read this â€Å"The Secrets of Haiti’s Living Dead† One of the most prominent forms of play that is evident in the exposition of the play is how Stoppard plays around with the expectations of the audience as well as having both Rosencrantz and Guildenstern both tease the audience as part of their act. Stoppard begins the play with both Rosencrantz and Guildenstern already in action as if we as the audience have come â€Å"late to the action† by beginning the play with what seems to the audience as a non-sequiturs conversation â€Å"†¦Heads†¦ There is an art to the building up of suspense. Through this we as the reader are able to see how Stoppard is deliberately beginning his play in an unorthodox manner which would surprise the audience who would be hoping to follow the plot of the play from the beginning. By doing this, Stoppard is able to create an effect on both the reader as we are able to infer the audience’s expectation which have probably been diminished but nevertheless intrigued. As a reader we are a lso curious to know how long Stoppard will uphold this dramatic tension and leave both the reader and audience uneasy. Once we as the reader become aware of the fact that Stoppard’s play in not a conventional play that meets our expectations or the audience, we become subject to Stoppard’s world of plays awaiting anything that may come our way. In the exposition of the play, we see how the play begins with Rosencrantz flipping a coin continuously as Guildenstern tries to figure out how the coin only seems to flipping â€Å"heads†, â€Å"†¦. Heads†¦ The law of probability, it has been oddly asserted, is something to do with the proposition that if six monkeys†¦Ã¢â‚¬  Here Stoppard is able to highlight the important motif of coins and to a certain extent gambling through Rosencrantz playing with the coin. One could infer that through this coin play; Stoppard is simply trying to assert the attention of the audience by having them wait in suspense for something to happen. On the other hand, Stoppard also uses Rosencrantz game to highlight the fact that even from the very beginning of the play; his characters have no direction or purpose as to what they are meant to be doing on stage. This leaves us as the reader and the audience included feeling bemused by Stoppard’s play and wondering whether there are any conventional elements to Stoppard’s play. Furthermore, Stoppard is able to continue to build on the theme of play, by exposing the reader and the audience; through his manipulation of language and word play, to other characters in the play and how they help develop the plot of the play. During Act One, Rosencrantz and Guildenstern meet a band of Tragedians whose leader is the mysterious and crafty Player. Once the two parties begin to engage in conversation it becomes obvious that the play begins to make sexual references and similarities to the world of acting and prostitution. Naturally, both Rosencrantz and Guildenstern are intrigued by his offer and try to delve deeper into what the Player is offering â€Å"You’re not – ah – exclusively players, then? †, â€Å"We’re inclusively players, sir. † Through Stoppard’s use of double entendres in the language, we are able to see how he plays at the sexual innuendos of the Player through the implications of the meaning â€Å"inclusively† to show how the word intimates intimacy and an element of risque endeavors. By doing this Stoppard is able make a satirical comment about the similarities in the nature of acting and prostitution and how they both perform for money, though they differ on the nature of their performances. Through this we as the audience are able to see how Stoppard is able to add humour to the play through his word play and sexual innuendos, allowing the reader and the audience to enjoy the play despite the fact it may appear to be quite absurd. Lending weight to the above notion, Stoppard is able to show the importance of play through the character of the Player, who is able to toil around with both Rosencrantz and Guildenstern and helps them come to the realization that they are actors and that they have a purpose. The player is able to do this by playing around with the minds of both the protagonists, firstly through his sexual innuendos as explored above and through the fact that he helps Rosencrantz and Guildenstern realise that they are actors on stage and that they are performers to an audience. Stoppard is able to use the Player as a foil to Rosencrantz and Guildenstern who begin to question the Player asking him â€Å"†¦aren’t you going to change into your costume? †, â€Å"I never change out of it, sir† and â€Å"aren’t you going to – come on? †, â€Å"I am on. † Here we see the irony Stoppard is trying to convey as both Rosencrantz and Guildenstern did not walk onto stage appear to put on a costume in order to come on and act. Here Stoppard explores the theme of â€Å"seeming and being† as he shows how throughout the play the two protagonists interchangeably play around with their characters of Rosencrantz and Guildenstern in â€Å"Hamlet† and in Stoppard’s play. This leaves us the reader to question whether Rosencrantz and Guildenstern are acting or whether they are being themselves, leaving us intrigued as we ponder this peculiar phenomenon. Another character who helps elucidate on Stoppard’s theme of playing is the character of Hamlet who appears to be mad plays mind games with his two friends Rosencrantz and Guildenstern. Nobody in the play of â€Å"Rosencrantz and Guildenstern Are Dead† and in â€Å"Hamlet† knows why Hamlet is acting crazy and thus, they try to find reason for his madness. What they are not aware of is the fact that Hamlet has chosen to act mad and â€Å"play† the fool in order to prove the guilt of the new king and to find out if his mother was in on the plot to murder his father. Thus in Stoppard’s play it is obvious that Hamlet is simply playing around as he tells Rosencrantz and Guildenstern that he is â€Å"but mad north north-west; when the wind is southerly [he] knows a hawk from a handsaw†. Through Hamlet’s complex metaphor it is clear to see that he is actually lucid and is able to know that he is being tricked and deceived by his childhood friends with orders from Claudius. Here we are able to see how because of Rosencrantz and Guildenstern’s lack of wit and inablilty to comprehend Hamlet’s message they are inevitably the ones played by Hamlet and thus their ignorance leads them to their death. We as the reader and are left to see how Stoppard is able to use the character of Hamlet to show how disguise and deception both coincide with the theme of play as well as seeming and being. Lastly, Stoppard also conveys the importance of playing, through his use allusion to other texts by various writers to help show past and present literature works influence almost all writers. Stoppard’s play is based on the plot of â€Å"Hamlet†, but it greatly echoes Beckett’s play â€Å"Waiting for Godot†. In Beckett’s play the main protagonists of the play also lack direction and purpose and are waiting for the appearance of Godot who never comes. Thus similar to Rosencrantz and Guildenstern, they too engage in games to pass the time â€Å"†¦well, what to do now? †, â€Å"Don’t, let’s do anything. It’s safer. By adopting the same ideals from Beckett’s play about the nature of the play and the characters, it is possible to see how Stoppard is commenting on the importance of literary influences on writers and their works. Overall, Stoppard is able to convey the importance of the theme play in his play throu gh his use of careful and witty choice of language and through the satire of his characters Rosencrantz and Guildenstern. Stoppard is able to allow the reader and the audiences to experience the importance of the theme play through his exploration of the different interpretations of the word in numerous unconventional forms.

Reasons Why Parents Should Read Aloud with Children Essay

One of the greatest gifts that a parent can bestow upon a child is the gift of literacy. Reading is a wonderful pastime, and the key to unlocking many academic puzzles. Parents should read aloud to children as part of a regular routine, one that can be thoroughly enjoyed by both parties. Firstly, reading aloud to children poses the benefit of being quality time spent together. Parents need to have special time with their children, and reading to them is a great method for achieving this goal. Instead of plunking the children down in front of the television, sit them down on your lap and open up a book. As you begin to read to your children, marvel at their attention to detail, and use every opportunity to test their memory and knowledge. While reading, stop frequently and relate the story to an aspect of their everyday life. This will help them to see the correlation between themselves and their environment. While you are enjoying the quality time with your children as you read aloud, you will also be fostering a love of reading that transcends boundaries. Learning to love books at a young age will enhance the children’s desire to be an avid reader as they mature. A love of literature can take a child to unfathomable heights, allowing them to soar to faraway lands of make believe. Children that are read aloud to may use their creativity and imagination more often, building their different levels of intelligence. Being read aloud too can help them see the world, giving them an idea of their place in the world. Another great reason why parents should read aloud to children is to enhance their vocabulary skills. The parent should ensure that they read every word in a story verbatim, never glossing over words that they deem difficult. Children need to hear new words, and need to be explained to their meaning. This will boost their communicative skills. A child with a mastery of vocabulary will be able to orate and have himself or herself heard with a greater degree of efficiency than a counterpart saddled with a limited grasp of the language. When a parent reads aloud to their children, they are also teaching their children to read. As the pages turn, the children are intently watching, following every word on the page, learning that the words go from left to right and flow in a certain fashion. They will, through spoken osmosis, learn how to read on their own. The longer this continues, and with a great deal of frequency, the more proficient of a reader they will become. Parents also should read aloud to their children so that are heard enjoying the books, and the children. This bond will unite them, and the stories will also help them to learn things of importance. Books should be selected together, during regular visits to the local library or book store. This will give the child a sense of autonomy and ownership over the story, which may hold their attention for a longer period. Parents can help steer the children towards books that have strong morals, ethics, focus on manners and friendships, and interesting characters. Once the children begin to learn how to read, the roles can be reversed, and the children can become the readers while the parents become the attentive audience. This may give the children a jolt of confidence and self-esteem that will serve them well as they continue through the educational system. The only thing better than a good book is sharing it with a loved one. Nine Benefits for Parents Who Read Aloud Reading Aloud: 1. Creates bonding experience 2. Allows you to observe and share in your child’s interests. 3. Demonstrates your commitments to your child. 4. Provides an opportunity to model and transmit values. 5. Develops good communication skills. 6. Provide bibliotherapy* opportunities. 7. Gives children a chance to ask you questions. 8. Combats a passive, couch-potato, TV-viewing lifestyle. 9. Helps you build a storehouse of pleasant memories with your children. *Using stories and books to help Children deal with traumatic events such as death, divorce, loss of a pet, and adjusting to life-changing situations such as moving and entering school. Sources: Paticia A. Habada, Ph. D. Senior Editor of the SDA Life Series Reading textbooks Health and Home, Volume 38 Pages 45-47 Bobby Coles http://www.helium.com

Media Impect Essay

Introduction Children and adolescents have access to and consume a variety of different media forms, including television, the Internet, music and music videos, film and video games, many of which contain high levels of violent content. The concern (and the controversy) lies in whether violent content in media affects a young person’s beliefs and behaviors, and more specifically, if frequent exposure contributes to increased aggression and even violence in young people. Much of the research on the relationship between media exposure and aggression supports such a connection. Although critics have challenged the validity of these findings, suggesting that the studies focused only on short-term effects and were conducted in controlled laboratory settings, one study suggests that exposure to violent media in home environments has long-term implications.1 Promising strategies for reducing exposure to media violence are available and include limit setting by parents/guardians, technological innovations such as the v-chip (which blocks inappropriate shows or content from being viewed by children), and media literacy training. Scope of the Problem Most American homes (99%) have a television set, and â€Å"over half of all children have a television set in their bedrooms.† After sleeping, watching television is the most frequent activity of children. The average child spends 28 hours a week watching television. By the time the average child is 18 years old, he or she will have witnessed 200,000 acts of violence, including 16,000 murders. Up to 20 acts of violence per hour occur in children’s programming.2 Movies, music videos, video games, and the Internet also contain high levels of violent content correlated with youth violence. Internet websites showing violence (killing, shooting, fighting, etc.) correlate with a 50% increase in reports of seriously violent behavior. Violence on the internet is also possibly the most damaging and in need of more research.3 In 2003, about 12.5% of roughly 22 million adolescents (10-14 years old) saw 40 of the most violent movies.4 One recent study showed a physiological connection with desensitization to violent video games.5 There is little research on the effects of music videos and behavior, but there is limited information on rap videos and their effect on aggressive attitudes.6 Media as a Risk Factor The relationship between exposure to violent media and aggression has been researched extensively over the past 30 years. Different types of studies have confirmed a correlation.2 A review of almost 600 studies shows three main results of media violence: aggression, desensitization, and fear.7 Exposure to media violence also has been correlated with changes in youth attitudes about the use of violence in interpersonal relationships.8 While the evidence may be compelling, translation of these findings to the â€Å"real† world has been problematic.6 Findings are criticized on the grounds that most studies were conducted under controlled laboratory conditions and focused on short-term changes in behavior. It is unclear whether violent media has similar effects when viewed in home or community settings and whether such exposure has long-term consequences.8 Research involving the Children in the Community Study addressed these limitations and demonstrated a relationship between consistent consumption of media (3 hours a day) in the home/community and an increased likelihood of aggression toward others. Researchers followed 707 families for a 17-year period and examined the relationship between consumption of media and aggression, using youth self-report, parental report, and criminal arrest data. Forty-two percent of males who viewed television more than 3 hours per day at age 14 were reported to have been involved in aggressive acts that resulted in injury when they were 16 or 22 years old, this compared to 9% of males who viewed less than 1 hour of television per day. This relationship persisted even after controlling for other factors such as prior history of aggressive behavior, child neglect, neighborhood violence, family income, psychiatric disorders, and gender.1 Social learning theory provides an explanation for how violent media may influence childhood aggression. Social learning theory posits that a child learns how to act and forms his or her attitudes from observing important role models in his or her life. Characters portrayed in the media may become models that influence the child’s attitudes, beliefs, and behavior. He or she may learn to see violence as a part of everyday life and an acceptable way to solve interpersonal problems. Because violence in the media is so frequently presented without negative consequences, youth may fail to accurately assess or even understand the real-life consequences of violent actions against others.8 Children 7 years and younger do not understand the difference between reality and fantasy, according to research.9 Developmentally, they are less able to discern reality from fantasy and are more likely to be emotionally and cognitively affected by the violence they observe.8 Finally, the effects of violent media appear to be race-, class-, and gender-blind. Violent media influences both males and females (although some data suggest that males may be slightly more affected), and while some studies suggest a connection between socioeconomic and community factors and vulnerability to the effects of media violence, most research shows that all groups can experience the effects of media violence on attitudes and behaviors.8 Promising Strategies At present, little research exists on the effectiveness of different interventions for reducing the effects of violent media on children. Some common sense approaches such as limiting children’s access to violent media and teaching them to be informed media consumers have gained support from professional and legislative groups. Despite the lack of research, available interventions have both intuitive and theoretical appeal. Limiting Access To and Consumption of Violent Media Researchers have found that limiting media consumption, including television viewing and video game playing, can reduce short-term aggressiveness in children.10 Since the majority of children’s media exposure occurs in the home, parents/caretakers play a pivotal role in limiting consumption both by monitoring their child’s viewing habits and by regulating what and how much media they consume. Parents/guardians should engage their children in discussion of this issue but realize that they may not share their children’s opinions or interpretations of violent programming and content. 8 In 1996 Congress passed the Telecommunications Act, which was intended to assist parents and caregivers in reducing children’s exposure to violent media.11 The legislation calls for the inclusion of V-Chips in all new televisions and for the development of a rating system to enable parents/caretakers to assess the violence content of specific shows.11,12 The ratings system, however, is voluntary and networks are allowed to rate their own shows.9 To some extent, the industry is responding with devices such as Weemote and TVGuardian, which can filter out certain television channels and even offensive language, thereby providing some level of parental control over children’s viewing preferences.12 Developing Media Literacy in Parents and Youth Another strategy to reduce the effects of violent media is media literacy training. Parents/caregivers and children are taught to critically appraise the media they consume and develop strategies for reducing exposure to violence. They are taught to distinguish between real and fantasy violence, identify the real-life consequences of violent acts that occur in the media, critically assess the motivations of the producers in making the media product, and describe nonviolent alternatives to the violent actions contained in the programming. Despite this training, â€Å"more than half of Americans do not know their television is equipped with a V-Chip and two-thirds have never used it.† 9 Media literacy training resources include the Just Think Foundation, which focuses on children by providing educational programs that can be utilized during or after school and on-line13; the Center for Media Literacy, which offers media literacy training for teachers, parents, and community, civic, and youth leaders through exercises and activities in small group settings14; and the American Academy of Pediatrics Media Matters program, which provides training for health care professionals in media literacy and educational materials for use in the health care setting. 15 References 1. Johnson Jeffrey G., Patricia Cohen, Elizabeth M. Smailes, Stephanie Kasen, and Judith S. Brook. 2002. â€Å"Television viewing and aggressive behavior during adolescence and adulthood.† Science295(5564):2468-2471. 2. Beresin, Eugene V. 2009. â€Å"The Impact of Media Violence on Children and Adolescents: Opportunities for Clinical Interventions.† American Academy of Child Adolescents Psychiatry. Retrieved February 16, 2010 (http://www.aacap.org/cs/root/developmentor/the_impact_of_media_violence_on_chi ldren_and_adolescents_opportunities_for_clinical_interventions). 3. See Ybarra, Michele L., Marie Diener-West, Dana Markow, Philip J. Leaf, Merle Hamburger, and Paul Boxer. 2008. â€Å"Linkages between Internet and Other Media Violence with Seriously Violent Behavior by Youth.† Pediatrics 122(5):929-937. Retrieved February 23, 2010 (www.pediatrics.org/cgi/doi/10.1542/peds.2007-3377). 4. Worth, Keilah A., Jennifer Gibson Chambers, Daniel H. Nassau, Balvinder K. Rakhra, and James D. Sargent. 2008. â€Å"Exposure of U.S. Adolescents to Extremely Violent Movies.† Pediatrics 122(2):306-312. Retrieved February 23, 2010 (www.pediatrics.org/cgi/doi/10.1542/peds.2007-1096). 5. See Carnagey, Nicholas L., Craig A. Anderson, and Brad J. Bushman. 2007. â€Å"The effect of video game violence on physiological desensitization to real-life violence.† Journal of Experimental Social Psychology 43:489-496. Retrieved February 23, 2010 (http://anderson.socialpsychology.org/). 6. US Department of Health and Human Services. 2001. Youth Violence: A Report of the Surgeon General. Rockville, MD: US Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for Injury Prevention and Control, Substance Abuse and Mental Health Services Administration, Center for Mental Health Services and National Institutes of Health, National Institute of Mental Health. 7. Murray, John P. 2008. â€Å"Media Violence: The Effects Are Both Real and Strong.† American Behavioral Scientist 51(8):1212-1230. 8. Bushman, Brad J., and L. Rowell Huesmann. 2001. Effects of Televised Violence on Aggression. In: Singer DG, Singer JL, eds. Handbook of Children and the Media. Thousand Oaks, CA: Sage Publications. 4 9. Federal Communications Commission. In the matter of violent television programming and its impact on children: statement of Commissioner Deborah Taylor Tate. MB docket No. 04-261, April 25, 2007. Available at: http://fjallfoss.fcc.gov/edocs_public/attachmatch/FCC-07-50A5.pdf. Accessed February 23, 2010. 10. Robinson, Thomas N., Marta L. Wilde, Lisa C. Navracruz, K. Farish Haydel, and Ann Varady. 2001. â€Å"Effects of reducing children’s television and video game use on aggressive behavior: a randomized controlled trial.† Arch Pediatr Adolesc Med. 155:17-23. 11. See http://www.fcc.gov/telecom.html 12. See http://www.familysafemedia.com/v-chip.html 13. See http://www.justthink.org 14. See http://www.medialit.org 15. See http://www.aap.org/advocacy/mediamatters.htm Related Publications on Media Violence Anderson CA, Dill KE. Video games and aggressive thoughts, feelings, and behavior in the laboratory and in life. J Personality Social Psychol. 2000;78:772-790. Bushman BJ. Effects of television violence on memory of commercialized messages. J Exper Psychol Applied. 1998;4:291-307. Council on Communications and Media. 2009. â€Å"Policy Statement: Media Violence.† Pediatrics 124(5):1495-1503. Retrieved February 23, 2010 (www.pediatrics.org/cgi/doi/10.1542/peds.2009-2146). Tangney JP, Feshbach S. Children’s television viewing frequency: individual differences and demographic correlates. Personality Social Psychol Bull. 1998;14:145-158. Willis E, Strasburger VC. Media violence. Pediatr Clin North Am. 1998;45:319-331. Internet Resources American Academy of Pediatrics Media Matters: http://www.aap.org/advocacy/mediamatters.htm The Center for Media Literacy: http://www.medialit.org Center for the Prevention of School Violence: http://www.ncdjjdp.org/cpsv

Student Result Management System

The potential of CIT attracted the attention of the development planners in Bhutan and the 10th FYI was designed to fully harness the potential of Sits to achieve the developmental goal especially of poverty reduction of the Millennium Declaration and Gross National Happiness. In order to address the IT HRS need in the country and to promote and support IT industries in the country, the Information Technology Department (IT'D) proposed to introduce a four year Bachelor of Engineering in Information Technology degree in 2009.The College launched BE (IT) with 30 students from the winter semester of 010. Presently, IT'D is supported by 6 teaching faculty, two technicians and two CIT staff (CIT Unit). To support the IT program, the college is constructing a new IT building which will be equipped with the latest IT equipment and facilities. To provide wholesome IT knowledge and skills to the students, IT'D introduced modular courses from 2011 in collaboration with UNIT under Chippie Right er Project. The department is currently working to introduce a testing center at the college.Project Duration: Expected Starting Date: Planned Duration in months: 8th September, 2014 8 months Executive Summary: Page 2 Scope, Introduction and Background of the Project A. Scope of the Project: The scope of the project is as follows: 1 . Student management system will include : 0 Student admission/registration 0 Student details 0 Fee payment records 0 Student ID generation. 2. Result Management System will constitute the following modules: 0 Continuous assessment 0 Attendance report 0 Previous academic records 0 Semester module subscription 0 Student's quota validation 0 Publish / unpublished student results 0 View results B.Introduction: Bal . Project Background and Literature Review: (Detailed summary of what all has been done internationally in the proposed area quoting references and bibliography. Please note that this section demonstrates the depth of knowledge of the project team and builds the confidence of the evaluators about capability of the team in achieving the stated objectives. ) The number of students in the college are increasing. When it comes to registration, the cool The present system uses traditional means of paper and excel sheets for managing the student academic records and results.Managing manually doesn't validates the exact information like students statistics and moreover it's difficult to maintain each record. The exam management cell become quite handy with the increasing number f students every year and limited resources Thus, there need a systematic software/program to maintain the information and the academic performances of all the students. The proposed system is one of the solution that can not only reduce human work but can become effective too. The system will maintain every necessary details about each student, compile result and allow the students to view the result. 2. Current State of the Art: (Please describe the curren t state of the art specific to this research topic. ) Page 3 No result management system has been developed so far in the college. This will be he first attempt to develop the fully functioning result management system. C. (Please describe the challenges, specific to this research topic, currently being faced internationally. ) 0 New admission/registration are tedious with large number of students. 0 Difficulties in maintaining correct information about student appearing in a semester and a repeating semester. No system to keep track of student fee payment records. 0 Lack of online result viewing system. D. Motivation and Need: (Please describe the motivation and need for this work. ) The development of result management system would help lecturers and students to easily manage and maintain the results. The Student Management System, being the dependency of Result Management System, would enable the online registration / admission, manage and update the students' information, get th e statistics of students such as number of students passed or failed in certain years, details of students, etc.Student results can be made available online for viewing, keeping track of the academic performances and attendance reports. 3. A. Specific Objectives Being Addressed by the Project: (Please describe the measurable objectives of the project and define the expected results. Use results-oriented wording with verbs such as to develop.. ‘, to implement.. ‘, to research.. ‘, to determine.. ‘, to identify.. ‘ The objectives should not be statements and should not include explanations and benefits. The objective should actually specify in simple words what the project team intends to achieve (something concrete and measurable/ deliverable).Fill only those objectives that are applicable to the proposed project. ) AAA . Research Objectives: (if any) AAA. Academic Objectives: (if any) AAA. Industrial Objectives: (if any) Page 4 AAA. Other Objectives: (i f any) 4. Research Approach A. Development / Research / Test Methodology: (Please describe the technical details and Justification of your development and research plan and test plan and testing strategies. Identify specialized equipment, facilities and infrastructure which are required for the project and their utilization plan. The block diagrams, system flow charts, high level algorithm details etc. Eave to be provided in this section. ) Methodology for Development The methodology for our project is based on the Software Development Life Cycle (OSDL) We use a methodology that helps us design and develop complex systems sing phased approach (aka Waterfall model). This approach is designed to make sure that we don't move from one phase to another before we have assessed and verified the results of the current phase, and that we have all the necessary information to move on. This methodology also makes the software project management much simpler.The OSDL helps us to define the â₠¬Å"what†, work out â€Å"how', and then develop and deliver a quality product by the â€Å"when†. System development as defined in OSDL version we are adopting consists of seven key phases. Following is a brief introduction to these key phases : Phase 1 : Capturing the Requirements – This phase will involve sitting down with the college exam controller and the focal person who looks after the overall academic matters (Dean Academic Affairs), student management body (Dean Student Affairs) and do lot of listening, followed by a lot of writing.The end result will be a document that defines what the college management requires in terms that the college management can understand. 0 Phase 2: Analyzing the Requirements – In this process, we will develop a deeper understanding of the requirements and will gather as much data we can to help while designing the solution. 0 Phase 3: Designing a Solution – After we understand the requirements and have analyzed them in detail, we will produce a design. This phase defines how the system will be built. Phase 4: Developing a Solution – From the â€Å"what† and the how, we will produce and test the individual, self-contained modules that will make up the solution. 0 Phase 5: System Integration and Testing – We will now take all the modules developed in Phase 4 and put them together as a complete solution. For the first time, we can test the entire system as a cohesive entity. We will confirm that we have a solid product that meets all the original requirements.