4 Different Ways to Password Protect WordPress

Need to password protect WordPress? Whether you need to password protect your entire site or just a few individual posts (or something in between!), Ive got the solutions for you in this post.Once you finish reading, youll know how to password protect:Your entire WordPress siteSpecific categories of your siteIndividual posts or pagesIndividual WooCommerce productsSpecific content inside an otherwise public WordPress postSo whether you want the whole kit and kaboodle or just a single post, youll learn it here. Lets jump in Password Protected Author(s): Ben HusonCurrent Version: 2.2.5Last Updated: June 4, 2019password-protected.2.2.5.zip 90%Ratings 1,407,115Downloads WP 4.6+Requires To use it, install and activate the plugin like you would any other WordPress plugin. Then, head to Settings → Password Protected.All you need to do is configure the following page to password protect WordPress:Heres what everything means:Password Protected Status when enabled, your site is password protected.Protected Permissions if you check one of these boxes, visitors with those permissions will not need to enter a password. Theyll just see your site like normal.New Password enter the password you want to use for your site.Allow IP Address if you enter an IP address here, anyone visiting your site from that IP address will not need to enter a password.Once you click Save Changes, anyone who doesnt fit one of the access rules you defined will see this screen before they can access your site:If youd like to customize this pages styling, you can do it the same way youd customize the normal WordPress login page.Note if someone has a direct link to an image or file on your server, theyll still be able to access that file. The password protection only affects your actual WordPress site.How to password protect WordPress categoriesNot ready to password protect your entire site? If you want something a little less drastic, you can use a different plugin to password pro tect specific categories of posts on your site. For this approach, you can use Access Category Password: Access Category Password Author(s): JojabaCurrent Version: 1.5.1Last Updated: October 16, 2019access-category-password.zip 80%Ratings 19,397Downloads 3.0.1Requires Once youve installed and activated the plugin, head to Settings → Access Category Password.Like Password Protected, theres only one page of settings:Heres what everything means:The password self-explanatory! The password users will use to access restricted categories.Impacted categories check the box for each category you want the password to apply to.Granting users user roles for which you check the box will not need to enter a password.Only single post if you check this box, post content will still display on your archive pages or your homepage. Only the single post page of posts in the restricted categories will be password protected. The default should be to leave this unchecked.And below those o ptions, you can also configure the various messages that will appear on the Enter password form. Speaking of which, heres what users will see if they try to access a post from a restricted category:How to password protect WordPress posts or WooCommerce productsIf you want to password protect individual WordPress posts, pages, or WooCommerce products, you dont need any third-party plugins. WordPress actually has a built-in function to help you accomplish this.Just head to the WordPress Editor for a post, page, or WooCommerce product you want to restrict. Then, under Publish, click Edit for the Visibility option:Choose Password protected and enter your desired password. Then click OK:When you Publish or Update your post, it will be password protected and look like this:Because this is a core WordPress function, the process is identical for pages, WooCommerce products, or pretty much any other custom post type.One neat trick is to use the same password for multiple posts. If you do tha t, a user will only need to enter the password once to gain access to all the posts using that specific password.How to password protect part of WordPress postIf you just want to add password protection to a specific bit of content inside an otherwise public WordPress post or page, youll need to turn back to third-party plugins for help. This time, you can use one called Passster – Password Protection: Passster Password Protection Author(s): patrickposnerCurrent Version: 3.2.4Last Updated: August 21, 2019content-protector.zip 90%Ratings 90,019Downloads WP 4.6+Requires As usual, install and activate the plugin to get started. Then go to Settings → Passster and create a shortcode with your password or with an automatically generated one.Next, head to the WordPress Editor for the post you want to add password protected content to. Then, simply paste the shortcode where you want in your Editor and write your protected content:Now, visitors will be able to see all of your normal content. But anything you put inside the shortcode will be password protected like this:Wrapping things upAnd that finishes up our guide to password protect WordPress in all kinds of ways. If you just need to restrict individual WordPress posts, you can use WordPress built-in password functionality. Otherwise, to password protect other parts of WordPress, youll need to use one of the third-party plugins I referenced above. Free guide5 Essential Tips to Speed Up Your WordPress SiteReduce your loading time by even 50-80% just by following simple tips.

Lords Of The Rings Essays - Action Heroes, The Lord Of The Rings

Lords Of The Rings Essays - Action Heroes, The Lord Of The Rings Lords of the Rings Who was the title character (describe thoroughly): The title character is a hobbit named Frodo Baggins (one of Bilbos younger cousins and also his favorite). Frodo is a Brandybuck and a Baggins. Frodo and Bilibo have the same birthday (September 22). Since Bilbo and Frodo had the same birthday and Frodo was Bilbos favorite, Bilbo decided to ask Frodo to come to live with him so they could celebrate their birthday together. The Fellowship of the ring Frodo receives the ring. The way Frodo receives the ring: Frodo gets the ring from an envelope that Bilbo gave Gandalf and Gandalf gave Frodo. Bilbo did not want to give up the ring but Gandalf took the ring. After Gandalf took the ring in the envelope he gave it to Frodo and told him ?what ever happens do not put the ring on?. That?s how Frodo got the ring. Who are the main characters, and what are their roles: The main characters consist of Sam Gamgee, Marry Brandybuck (a man not a woman), and Pippin. These three hobbits made a conspiracy, which was because after Bilbo vanished the three became suspicious. Sam was their spy because it was easy to spy for Sam. The reason it was easy for Sam to spy was because he was Frodos house keeper, so when Frodo and Gandalf talked, Sam could stop mowing, trimming the flowers or what ever the case may be and listen to the two talking. Their roles are: Sam?s role is a hobbit that wanted to see Elves and got to see them. Also Sam saved Frodo, Pippin, and Merry in the ?Old forest?. Pippins role is a hobbit that thinks he knows it all, and saved them from farmer Maggot. The way he saved them from farmer Maggot is that farmer Maggot hates trespassers and sends his dogs after them, but farmer Maggot knew Pippin and was fond of him so they were not tore apart. Mary?s role is a hobbit and a leader ( when Frodo was not). Merry was the leader oF the conspiracy( or at least it seemed that way). I like Merry the best all three because he is not an idiot like Sam and he is not Self centered like Pippin. I like Pippin the least. Tell about the story: At first Bilbo lived alone until he invited his cousin Frodo over to live with him. Frodo accepted his invitation. They celebrated their birthday together every year. The last year they celebrated their birthday together was when Frodo turned Thirty three (the first year male hobbits enter manhood). On that night Bilbo made a speech and then disappeared ( put the magic ring on )? Just as Bilbo and Gandalf had planed. The reason Bilbo and Gandalf planed this, is because, Bilbo wanted to die in peace? So he and Gandalf made a plan. When Bilbo left he left every thing Frodo? Except for the ring. Bilbo did not want to give up the ring and Bilbo got angry when Gandalf tried to take it but Gandalf also got angry and made Bilbo give him the ring. At the time when Gandalf had taken the ring from Bilbo, Bilbo had already began to say things like: ?My precious, yes! My, my precious!? When Gandalf took the ring it was in an envelope with Frodo?s name on it. The reason it h! ad Frodo?s name on it, is because Frodo was Bilbo heir and Bilbo was going to give the ring to Frodo, but he had second thoughts? Until Gandalf came. After Bilbo left, Frodo stayed in The Shire fore a few more years. But while the years passed Gandalf found out many things about the ring. Gandalf told these things to Frodo and also told him that the ring was evil and that he had to travel to Mt. Doom in Morador where he could destroy it. On his way to Mt. Doom He met people like Tom Bombadail, Strider, and Mr. Butterbur. Also on his way when he stops in Buckelbury to leave Pippin (or so he thinks). When he gets there he finds out all about the conspiracy. Strider aside from Merry, Pippin, and Sam is the

Research Paper on Social Commerce Example | Topics and Well Written Essays - 1250 words

On Social Commerce - Research Paper Example Introduction Social Commerce, falls under the umbrella of electronic commerce with the notable feature of social media or online networks assisting, recommending or supporting the buying and selling of products. The origin of the term social commerce can be traced back to November 2005, where an article at Yahoo! first used the term social commerce to refer to the phenomenon of user ratings, pick lists and user generated content on the internet. Particularly, â€Å"Facebook, Groupon, Pinterest, LivingSocial, Tabjuice, Cafepress, Etsy and others are examples of social commerce websites† (Pearson & Zehr, p. 429). Importance of Social Commerce The entire idea of social commerce aims at harnessing the power of â€Å"word of mouth marketing†. There is much theoretical and empirical evidence about the power of â€Å"word of mouth marketing† and those customers are willing to trust the recommendation of their friend more than the advertising of a product running on prim e time television (Gibbons, p. 27). This is true because, in the past few decades, the number of advertisements and promotions targeted to individual customers have increased individually. Customers do not even notice most of these promotions, let alone buying the products and services based on those promotions (Davies, p. 108). On the other hand, in the recent past, corporations, businesses and their marketers have been accused of deceptive, manipulative, and deceitful techniques to promote their products in their pursuit of profits, something that has led to a widespread distrust on the advertising messages of corporations. A research from Nielsen, conducted in the year 2010, revealed that when purchasing cars over 90 percent of the customers trust the recommendations and advice of their friends. Only 33 percent of the customers appeared to be trusting advertisements and 59 percent of the customers rely on the input from the side of experts. In fact, another study from Wantlet rev ealed that just over 82 percent of the customers seek social input while purchasing goods and services (Pearson & Zehr, p. 429). Consider the fact that according to the statistics of March 2011, over 3.5 million businesses had their pages on facebook and a significant percentage of these businesses had created their business models around facebook, which meant that they did not have any physical presence (Kotler, Armstrong, Wong & Saunders, p. 37). Consider the example of BlendTec, a blend manufacturer, connects with customers using social media. The company maintains a channel on YouTube, with more than 0.5 million subscribers and statistics indicate that its videos have been viewed at least 181 million times. Furthermore, at least 85000 customers on Facebook and 7300 consumers on twitter read the tips and tricks provided by the company (Gibbons, p. 27). The company believes that maintaining a rigorous presence on the social media converts into added sales because it allows dissati sfied customers to find the solutions of their problems and satisfied customers to recommend the products of the company to other friends. In order to account that whether a particular like of facebook converts into sales, the company provides special coupon codes to its customers and then tracks the whereabouts of the redemption of those coupons (Davies, p. 108). Furthermore, the social media and social commerce efforts of the company are

Project Specification and Design Report Essay Example | Topics and Well Written Essays - 2500 words

Project Specification and Design Report - Essay Example For example, the risk affiliated with definite types of instrumentation making it non- workable to have the instrumentation established in an administrative center. this is the method that is used to decrease the entire quantity of corporal break, damage or hammering that consequences in an accidental failure. They may be in the appearance of supervising and direct procedures or more dependable operational processes, or merely by budding and carrying out plans to manage commotion usage.( Robert C. et al 2003 pg. 289) A risk dominance procedure that regards the contract variable of a wholesome risk from one festivity to another. For example, the buy of an indemnity plans, by which a precise risk of thrashing is approved from the customer to the insurance company. Other examples are cleaving to nontoxic articles in many declarations, legal agreement demands to offer assurance reporting for another party's assistance, and insurance. How to alleviate the threat: undertaking the lowest fee, display revisit on asset (ROI), put in cost with additional services, be paid for a headship position in your business, and recommend installment defrayals. How to alleviate the threat: present a test time to experiment the manufactured goods or service; illustrate even or close in a race or competition or comparison; come along with standard dealer lists; associate with existing dealer or generate premeditated alignments; and suggest level reduction in price. Professional risk. How will this conclusion have an effect on specialized position in the eyes of others, and how might vocation and individual improvement be exaggerated How to alleviate the threat: suggest customer recommendations and acknowledgments, propose an elevated level of data for decision-making, tutor aspects on how to advertise the clarification to higher administration, and meet up with all fundamental persons and decision-makers. Security plan to guarantee exchange of information: Concentrate on consequences, not chronologies. Even though it's frequently intelligent to extend to five year plan for

Business for fashion study Essay Example | Topics and Well Written Essays - 500 words

Business for fashion study - Essay Example Among all these, surveys and sampling are the major research methods that are used to obtain valid results. Through the use of primary research unlike secondary research method, the targeted issues are well addressed. The company asking requesting for the research usually has complete control on the research and the process as far as its scope and objectives are concerned. The company bestowed with the mandate to research can concentrate on a specific area of interest rather than a general area. Again through primary data, interpretation of the data collected is always easy. This is because the collected data can be interpreted and examined as per the researcher’s needs rather than depending on interpretations made through data collected using secondary method. Also through primary research, recency of data is always put into consideration. This is because secondary data is not usually so recent and again may not be so specific to the situation or place the researcher is targeting. The researcher can use the information for knowing how trends behave or find some relation with the current event under consideration. This makes primary data a more accurate method of use. Primary research is always involved with high costs. It is a very costly proposition. This is because the researcher has always to be involved throughout and also design everything. This is a costly endeavor. Again one can get inaccurate feedbacks when he undertakes primary research. There are very high chances that the respondents will give inaccurate responses or biased information that may lead to inaccurate data to the researcher. Also research using the primary method is a time consuming activity. This is because if the exhaustive nature of the activity. The time required by the researcher in order to collect accurate data is long as compared to secondary data. Again through primary research there is a large use of resources that

Visual Cortex Involvement in Memory

Visual Cortex Involvement in Memory Is visual cortex involved in memory? Essay type Option 1 [REVIEW OPTION] Là ³pez-Aranda et al. 2009. Role of Layer 6 of V2 Visual Cortex in Object-Recognition Memory, Science 325, 87 http://www.ncbi.nlm.nih.gov/pubmed/19574389 Cattaneo et al., 2009. Contrasting early visual cortical activation states casually involved in visual imagery and short term memory http://www.ncbi.nlm.nih.gov/pubmed/19788574 Though a lot of information enters the brain, retention does not occur for all of it, and it is considered to be a selective process. One of these retentions is short term memory, also known as working memory. In vision, working memory is interpreted as the maintenance of a whole object, instead of the components of the objects image: orientation, texture, etc. (Super, 2003). Memory retention and formation is typically associated with increased activity in mammalian prefrontal and parietal cortex, with little evidence for activity in sensory areas, beyond of the initial sensory stimulation (Pasternak and Greenlee, 2005). The Multiple Memory Systems is a widely accepted view that sustains that the brain is divided into sections in respect of their own specific function. In this interpretation, the Medial Temporal Lobe (MTL) has a role in memory, particularly in explicit memory function, and includes structures such as the hippocampus, entorhinal cortex, parahippocampal cortex, and perirhinal cortex, in addition to the prefrontal cortex (Bussey and Saksida, 2007). However, recent findings have suggested a role of sensory cortex in memory processing: increased brain activity in visual cortex has been found during the short-term retention of visual information after stimulus presentation (Kà ¡ldy and Sigala, 2004). It therefore has been more common to say that visual cortex role goes beyond encoding sensory information and also participates in memory consolidation. This essay reviews two papers in which evidence of the role of visual cortex in memory consolidation is presented by the use of different techniques: 1) Cellular techniques as protein overexpression and immunocytochemistry (Là ³pez-Aranda et al., 2009) and 2) Transcranial magnetic stimulation (Cattaneo et al., 2009) Role of Layer 6 of V2 Visual Cortex in Object-Recognition Memory Using rats as a model, Là ³pez-Aranda et al. (2009) tried to elucidate the specific role of layer 6 in V2, in regards to memory processing and retention. To do this, they utilised two methodologies in a paired-sample experiment (same group tested on two different occasions). One addressed the problem by analysing the overexpression of a certain G-protein regulator (RGS-14) in layer 6 of V2, that acted as a protease, and which permitted rats do better in Object recognition memory (ORM) tests. ORM tests consisted on evaluating the exploration time after an object was presented for 3 minutes, and presented again after a delay period of 30 minutes, 45 minutes or 60 minutes. Rats could recognise the object after 30 or 45 minutes had passed, but failed to do it after the 60 min delay. A group of these rats was then injected with a lentivirus coupled with the RGS-14 gene into layer 6 of V2, at 2/3 of V2 (dorsal to layer 6 of V2), at CA1 and at the dentate gyrus of the hippocampus (both ven tral to layer 6 of V2). This permitted the overexpression of RGS-14 at those sites. Rats were ORM tested again 3 weeks after the injection was done. What was found was that rats improved in their ORM tests when they were injected exactly at layer 6 of V2, whereas the rest of the rat groups (injected at other sites), did not show any difference in performance, and their activity was similar to that of the initial non-injected rats. The layer 6 injected rats were ORM tested again, to see how much retention they could support, showing up to 6 object retention (in comparison to the 2 object retention non-injected rats showed), and increasing its retention time to about 24 weeks. They then proceeded to make immunocytochemistry analysis to localize protein expression, which showed that RGS-14 was primarily being expressed at layer 6 of V2. The other methodology used focused on presenting the result of layer 6 of V2 destruction, by the injection of Ox7-SAP into this layer in non-injected rats and RGS-14 injected rats, and later doing the ORM test to both groups. Non-injected rats showed an increased reduction in retention time, not being able to perform equally as they did when layer 6 of V2 was not ablated. RGS-14 lentivirus injected rats also showed a reduction in their ORM test performance. A group of rats, either injected or non-injected, were tested again, only that before having layer 6 of V2 ablated by Ox7-SAP an object was presented for three minutes. Rat performance was not reduced when ORM test was done with object that was previously presented, but did showed reduction when the ORM was done with a new object, presented after layer 6 removal. The results showed an involvement of layer 6 of V2 in memory trace, though not storage. It is not explicitly said if the RGS-14 G protein regulator is naturally expressed in layer 6 of V2. As far as the obtained results, it is possible to say that RGS-14 could act as treatment option for short memory disorders or impairments, though more trials are possibly needed. Contrasting early visual cortical activation states casually involved in visual imagery and short term memory With the use of Transcranial Magnetic Stimulation (TMS), Cattaneo et al., (2009) evaluated the role of early visual areas in memory and visual imagery. They essentially established two similar experiments involving two tasks, the imagery task and the memory task, in subjects who were either undergoing occipital TMS (over V1/V2), Vertex TMS (as a control) or No TMS. In the imagery task of the first experiment, subjects had to create a mental image of something. It consisted on presenting a black dot in the middle of a white screen, followed by a series of digits (that represented an hour, e.g. 10.10, 6.50, etc.), for about 1000 ms. Then this digits disappeared and a black circle showed up. Subjects were then asked to imagine the clock hands in the position that would describe the digits they had just seen. After a 2 second period passed, a single pulse of TMS was applied, depending on the condition previously defined for them. Next, a black dot was shown (inside the black circle) and subjects were asked to tell if this dot had appeared inside or outside the area the clock hands were supposed to be, by either pressing 1 or 2 on a keyboard for either inside or outside the area. In the memory task in the same experiment, subjects also had to fix their eyes at a black dot in the white screen. Then, the clock hands (describing an hour) inside a circle appeared for about 1000 ms. When this period had passed, the hands disappeared but the circle remained, and subjects were asked to continue on thinking on the clock hands for about 2 s. TMS was applied at the end of this 2 s (retention) period, in the same mode as in the imagery task. A block then appeared inside the circle and subjects were asked to describe whether the dot was inside or outside the area the clock hands formed. By doing ANOVA, they found no relevant differences between the mean detection accuracies between TMS conditions: Occipital TMS, Vertex TMS and No TMS, in both imagery and memory tasks. However, the mean reaction times did show relevant differences between those conditions, in both tasks. A Post hoc comparison showed that performance was better in the Occipital TMS than when condition were Vertex TMS or no TMS. There was also no significant variation when the analysis was done between Vertex TMS and no TMS. Experiment two was fairly similar to the one described above. It also involved a memory and imagery task, with the only difference being when was TMS applied: at the beginning of the 2 s period after subjects had seen the digits and were asked to imagine the clock hands inside the circle, for the imagery task, and at the beginning of the 2 s period when they were asked to continue on thinking on the clock hands, for the memory task. By performing ANOVA they found no significant difference between conditions for the mean detection accuracies and reaction time, in the imagery task. Conversely, in the memory task, ANOVA showed a relevant effect in mean detection accuracy and mean time, as well as the Post hoc analysis showed occipital TMS had an effect in comparison to the other conditions, both of which was impairment in performance. Discussion MTL structures have been presented as the major components in perception and working memory, and it is seen as a domain where ORM is thought to be processed (Kà ¡ldy and Sigala, 2004). Là ³pez-Aranda et al, (2009) results of the role of layer 6 neurons in the formation of both normal (short-term) and long-term ORM highlight the importance of V2, an area placed outside of MTL. Not much is known about the protein overexpressed at V2, RGS-14. It is integrated by a Regulators of G protein Signaling domain, as well as by a motif that permit its binding to inactive GDP; and by a tandem Rap1/2–binding domain. Acting as a GTPase activating protein, the protein increases the rate of conversion of the GTP to GDP. This allows the G alpha subunits to bind subunit heterodimers, and eventually ending a signal (NCBI, 2013). It would be interesting to know what made the authors determine to test this protein in that specific layer of V2, as it is not fully stated in the article, and because RGS14 was found to be expressed naturally/primarily in CA2 hippocampal neurons and to show memory â€Å"obstruction† when expressed in mice (Lee et al., 2010). Perhaps difference s between species (as both studies were done with model animals: rats and mice) are more relevant than thought, and should be taken in account before making any definite conclusion or investigate of how the signaling process occurs and affects a cognitive behavior, such as memory. However, findings involving TMS analysis in humans by decrease of activity, as the one presented by Cattaneo et al. (2009), in which there was a noted decrease in subject performance in the memory task when TMS was applied in the beginning of the â€Å"retention period† at V1/V2, indicate that memory of visual information involves activity in early visual cortex that goes further than the periods of sensory perception. In early visual cortex, memory of visual content is topographically organized. These results are possibly due to less vulnerability to interference after the retention period, and a possible interaction with higher order areas activity with visual cortex activity (van de Ven and Sack, 2013). The previous results can be paired with Harrison and Tong (2009) results, were they used functional magnetic resonance imaging (fMRI), in conjunction to Blood Oxygen Level Dependent (BOLD) analysis, to monitor cortical activity while participants did a delayed orientation discrimination task, where 2 gratings were shown to the subjects, followed by a cue that indicated which grating to remember (first or second) and an 11 s period (delay period). Then the grating was showed again and subjects had to say if the image was rotated in a sense or antisense (clockwise) matter. They examined the role of visual areas in working memory through different experiments; fMRI decoding was specifically used to evaluate the patterns in brain activity, in areas corresponding to V1 to V4 (to the 120 most responsive voxels) to try to predict its representation in working memory. The accuracy of predicted orientation that was held in memory reached 83%, which is considered to be very high, one of the ex periments where subjects had to fix its eye to a letter, and not the grating, showed high prediction to those gratings in areas V1, V2 and V3. Ultimately, their findings suggest that memory related information may be encoded in these structures (showing increased activity in areas V1/V2) and that early visual areas can hold up information, not only displaying sensory processing functions. Different approaches can be taken to evaluate visual cortex relation with memory, as the ones reviewed in this essay: TMS, protein overexpression, fMRI among others. Evidence that sensory cortical areas are an active element of the circuitry that underlies short term retention of sensory signals is emerging and improving our understanding of memory. It can be concluded that not only the MTL is important for visual memory processing, but also early visual cortex and evidence of what is happening at the cellular level needs to be improved in order to eventually delimit its potential in cognitive treatments. References Bussey TJ, Saksida LM (2007) Memory, perception, and the ventral visual-perirhinal-hippocampal stream: thinking outside of the boxes. Hippocampus 17:898-908. Cattaneo Z, Vecchi T, Pascual-Leone A, Silvanto J (2009) Contrasting early visual cortical activation states causally involved in visual imagery and short-term memory. The European journal of neuroscience 30:1393-1400. Harrison SA, Tong F (2009) Decoding reveals the contents of visual working memory in early visual areas. Nature 458:632-635. Kaldy Z, Sigala N (2004) The neural mechanisms of object working memory: what is where in the infant brain? Neuroscience and biobehavioral reviews 28:113-121. Lee SE, Simons SB, Heldt SA, Zhao M, Schroeder JP, Vellano CP, Cowan DP, Ramineni S, Yates CK, Feng Y, Smith Y, Sweatt JD, Weinshenker D, Ressler KJ, Dudek SM, Hepler JR (2010) RGS14 is a natural suppressor of both synaptic plasticity in CA2 neurons and hippocampal-based learning and memory. Proceedings of the National Academy of Sciences of the United States of America 107:16994-16998. Lopez-Aranda MF, Lopez-Tellez JF, Navarro-Lobato I, Masmudi-Martin M, Gutierrez A, Khan ZU (2009) Role of layer 6 of V2 visual cortex in object-recognition memory. Science 325:87-89. NCBI (2013) RGS14 regulator of G-protein signaling 14 [ Homo sapiens (human) ]. In. USA. Pasternak T, Greenlee MW (2005) Working memory in primate sensory systems. Nature reviews Neuroscience 6:97-107. Super H (2003) Working memory in the primary visual cortex. Archives of neurology 60:809-812. van de Ven V, Sack AT (2013) Transcranial magnetic stimulation of visual cortex in memory: cortical state, interference and reactivation of visual content in memory. Behavioural brain research 236:67-77.

frankenstein (not full) :: essays research papers

Differences and Similarities are used to emphasize certain aspects of things. This idea is commonly when a movie is made that is based on a book. The director of the movie may choose to keep details in his movie that adheres to the details in the book that the movie is based on. He may also choose to change some details from the book to what he perceives to be more fitting. In the case of Frankenstein the novel and the 1995 movie version of Mary Shelly?s Frankenstein, there were notable differences and similarities. The differences dealing with the education of the monster and the ending of the story, and similarity dealing with the turning point of the story help create a better understanding of this complex story. A notable difference between the book and the movie was the education of the Monster. They both focus around the Monster?s time spent watching the De Lacey?s. In the movie his time was devoted mostly to just watching the family and how they acted towards each other. He learned quite quickly how to speak and read and learned to understand the different emotions people possessed. The only justification of the Monster?s rapid learning process is that in a movie not a great deal of time can be spent on this or else the movie would drag on. Although not a lot of time was spent on showing the development of the Monster?s education in the movie, the book however went into great detail in describing its education. During his stay in the shack near the De Lacey?s cottage the Monster came across four books that would enlighten him and show the reader the learning of the Monster step by step. The first book was Volney?s Ruins of Empires.

King Lear and the Analysis of the Family Concept Essay

The issue regarding which is more important, love and family ties or fame and political power are issues that are always present in every generation. Well, which is really more important that we should devote our lives in search for the more important thing? Is blood really thicker than water? It is a subjective topic in which persons have different experiences and stand about the subject matter. This paper aims to answer this question by referring to the epic play of William Shakespeare: King Lear. It is also important to look at the values and actions displayed by the characters of the stories and to analyze whether they are still applicable in our contemporary time. â€Å"King Lear† is regarded by many critics as one of the best works of the arguably greatest writer that has ever lived, the immortal William But despite being on of the author’s last works, â€Å"King Lear† had echoed throughout literary history as one of the best read and staged play. It has also become a staple material for those who endeavor in literature studies. The success of the text owes much to the themes that the text generates. One of those themes is an issue that the whole world can relate to about a family. The socio -cultural nature of the family had amplified significantly the readership of the text as it is being used as a study text by those in the social sciences. Family and Society Family is an essential part of the society. It is a major component in the aspect of social health in the world we live in. The family which includes the parents and children, all play a big role in shaping the society, in maintaining the social health of the place we call home. The family is a means of the propagation of life, wherein because of the family, societies continue to exist. It is because of the parent’s capability to bear children and raise them to become better people, thus accounting for a better society. Comparison and Contrast between Modern and Shakespearean King Lear Family The modern American family has more diverse components not just the typical family members. Often times, the structure of a modern family is greatly influenced with the modern influence brought about by the changing times and ideas. Modern societies are not only characterized with the great influence of technological advances and dependency, but rather in more complex terms, the modern family is subjected to changes in the ideals behind the essence of a modern family image. (Woloch 1997) But unlike in modern families, the aristocratic family of King Lear in Shakespeare’s work typifies the basic notion of family struggles at that time. The character of King Lear is portrayed as a struggling human being eager to win the favour of his children in the most drastic ways he knows best. The intention of the character of King Lear is to do what he thinks is best for his sons and daughters. However, he became so obsessed in power and blinded by his intention to protect his daughters at all costs in the expense of Cordelia. In discerning the true identity of a modern family, we realize the need to evaluate the changes in the basic unit of structure in the society from Shakespeare’s time until now. During the early centuries, the family is characterized by only one true virtue: it is composed of the father, the mother and their children. The history behind the family as a concept, involves the idea of each roles portrayed by each entity. The father is the sole provider of the family; the mother is the one who takes care of the children and the household; and the children are there to be nurtured, loved and provided for. But generally these concepts have become the main stereotypes brought into the modern societies. The play has those stereotypes. King Lear is portrayed as a noble aristocrat obsessed with his power. Cordelia is also a pivotal character in King Lear wherein she is seen as a typical good daughter who always follows her father. However, the fool can be put as an allegory of Shakespearean society wherein truth is at its essence of being true. Times change and almost everything in the society changes and has changed. Not just from infrastructure, but also the amount of knowledge shared and experienced by everyone. The concept of family has also changed dramatically. Brought by the women revolution and the emergence of the feminist concept, the country has experienced the women greatly influence the manner in which concepts in the society is changed.(Woloch 1997) The role of women in the society has greatly changed from the stereotyped domesticated females, to the working and productive women of the future.(Kemp & Squires 1997) This is an important phenomenon in history that must be addressed in order to define the concept of changing family image. One notable contribution came from the â€Å"changed† status of women and the achievement of gender equality in the country. Another contributing factor to the changing views in family image made by the play King Lear is the role portrayed by men in the society. From a patriarchal type of society, King Lear for instance, experience a dramatic change brought about by the change in the status of women.(Woloch 1997) Men in modern times have to compete more and more with women in context of career and including family life. There is a great paradigm shift of roles from the earlier centuries wherein men have the sole right to work for their family. In modern societies, women share equal roles in bringing and managing resources within the household. These events are clearly depicted in both stories of King Lear and Cordelia. Placed in both different contexts, the two characters in the play depicted the changes within the modern family. In the King’s character, the life of a domesticated father is shown albeit part of the aristocracy. The concept of tough love towards Cordelia is present in all acts. Having experience what probably most modern fathers are experiencing, Shakespeare realized is that being a domesticated father entails the kind sympathy for mothers who spends most of the time taking care of the kids. While men busily work to earn their monthly income, mothers are entailed with a much greater responsibility in terms of taking care of the children. There is a conflict shown in the essay in which the author questions his capacity, as a male figure in the society, to handle such responsibility in the home. While his wife is away, he maintains to struggle between his job as a writer and as an on-hands father. Every domesticated father will realize that it is somehow degrading to realize that he can not do his job or fulfill his professional aspirations in life if he exchanges his role with the wife. There is the internal conflict that lies within the men to question their respective roles in the society and specifically in their own family. Osborne explains the struggles experienced by men in accepting that hard roles that women portray in the society. Once they too have experienced being domesticated, this eventually changes their own perception of their role in the family. Sexual identity and social identity is another main idea in the play’s depiction of courtship. In the story, social acceptance has a main role in considering this kind of modern family. This can be seen over the courting of the Duke of Cornwall towards Cordelia. Over the years, society has witness the growing number of social class relationships that includes a child or the wanting of a child. Many states still is irreconcilable with the issues behind aristocracy. But it is of practice to respect and tolerate the decision by the protagonist in handling his family. Obstetrics, Family, and Social Health on King Lear   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Obstetrics is a key in maintaining social health because it deals with a big part in the society – the family. A particular concept which can be adapted in thes paper, Obstetrics makes sure that life propagates, because it takes care of the women’s concerns during pregnancy, the formation of a new life, a life that would play a big role in the society. Obstetrics takes care of being able to have children of your own, which is another important factor in the family. A child, the product of the parent’s love and efforts, completes the society’s building block, the family (Nesbitt, 2002). As in the case of the main protagonist in the play, the same concept can be applied since King Lear had a difficult time in handling his children effectively. Comparison of the Concept of Family in other Shakespearean Plays In the story of Antigone, Haemon must choose between her love for Antigone and the fame and political power that await him if he obeys his father. In both Antigone and King Lear, the concept of patriarchal obedience is evident. Now Haemon is facing a dilemma because of the conflict between his love and his father. The same choice goes for Antigone for she wants to give her brother the honor of being buried in the right way. Both cases can be traced back to the struggles of Cordelia under his father. However, doing so would mean that she must disobey King Lear’s order. Disobeying the king does not only take the opportunity to be the princess by marrying the king’s son, Haemon, but her own life as well. But Antigone and Haemon decided to follow their hearts. In the end, Antigone killed herself. Knowing that his love is death, Haemon also decided to end his life. Thus, their value for their love ones cost them their own lives. However, they still gain the respect and sympathy of the people of Thebes. It can be said that the actions of Antigone and Haemon are not applicable in our present time. Although there are several movies that portray the same idea, this rarely happen in reality. It is a very rare case in which lovers decided to end their lives since it is impossible for them to be together. They can be considered as martyrs rather than heroes because of the act. Antigone also displays the kind of courage and determination that is greatly needed in our society today. Although she is a woman, she defies the odds and even the king for what she believes is right. Adding to the fact that she lives in the period when woman are considered inferior to man. This kind of courage is really needed by the present generation. Not only woman but men as well that have the courage to stand up and are willing to sacrifice their own lives in order to make a change. Today, although woman are accepted by our society and are ‘said’ to be equal to men, there are still some times that they are afraid to speak out and fight for their rights. Also both men and women are sometimes afraid to question some of the things that they find unjust in the society. They are afraid to face the consequences and are unwilling to make a change to improve social order. This characteristic is really needed in our society today, the courage to fight for what is right even if the whole society is against us. If only there are those like Antigone that are willing to give it all in order to make a change, I’m sure that our society will be a better place to live.   On the other hand, King Lear cannot consider himself victorious. His persistence and determination to exercise his power over the people of Thebes had a considerably great cost. Not only had he lost the sympathy of his people not to mention the approval of the gods but the life of his daughters and sons as well. His authority blinded him and the result is loosing the persons that he values the most. If our present leaders will demonstrate the same reason and behavior like that of King Lear, the people will surely revolt and take their powers and authority away and give it to someone more deserving and just. The people will surely not tolerate such actions. Whether to choose love and family over fame and political power is really a big decision. You cannot have the best of both worlds. To pursue love means to let go of powers and fame and vise versa. Also we cannot really determine which is important, whether to choose love and family ties over fame and power depends upon the situation. What is important is that we do not only consider our own benefit in making the right decision. Also the stories show that to pursue love and power is not wrong, however living your life to attain just one of them is sure to cost you a lot. In making a decision we should both consider the heart and as well as the mind in order to come up with the right decision. References: Ashbee, Edward. American Society Today. New York: Manchester University Press, 2002. Hertz, Rosanna, and Nancy L. Marshall. Working Families : The Transformation of the American Home. Berkeley: University of California Press, 2001. Hutter, Mark. The Changing Family. 3rd ed. Boston: Allyn and Bacon, 1998. Kemp, Sandra, and Judith Squires. Feminisms. Oxford Readers. Oxford ; New York: Oxford University Press, 1997. Woloch, Nancy. Early American Women : A Documentary History, 1600-1900. 2nd ed. New York: McGraw-Hill, 1997. Wakefield, Thaddeus, and NetLibrary Inc. The Family in Twentieth-Century American Drama. New York: P. Lang, 2004.

Peculiarities of Using Drama, Improvisation, and Creative Approach

Peculiarities of Using Drama, Improvisation, and Creative Approach Introduction The contemporary society faces the concept of globalisation. As every issue, globalisation has its advantages and drawbacks that cover all sectors of human activity. Cultural issues should be taken into account as well as peculiar features of every language including teachers who would teach certain languages and approaches applicable to different categories of students in terms of age groups, skills for learning a second language, and implementation of those skills into practice. One of the burning issues for the linguistic sector of cultural heritage are the methods used in class for teaching people whose native language is not English. In this respect, drama used in class to facilitate the process of acquiring English language can be effective when all criteria are followed. For instance, active participation should be combined with a thoroughly prepared plan to follow during the class activities.Advertising We will write a custom essay sample on Peculiarities of Using Drama, Improvisation, and Creative Approach specifically for you for only $16.05 $11/page Learn More The discussion of the effectiveness of drama implementation for second language acquisition will include such issues as theoretical background and adaptation of certain methods for use with second language learners, concepts and strategies used by the great English educator Dorothy Heathcote, training teachers to use drama with second language learners, effectiveness and limitations for implementation of this approach in class. The discussion will exclude explanation of lessons and will not provide examples of plans of lessons for use of drama for more effective second language acquisition. The literature selection is based on the effectiveness and readability of sources and their practical use for the discussion. The review is organised in accordance with an essay structure where an introduction present the scope of the review, the body includes the basic themes for discussion with topic sentences opening each new paragraph, and a conclusion containing a summary of the review with some recommendations for further research and analysis. Historical Background Approach by Dorothy Heathcote Though many researchers present their vision of the second language acquisition process, it is necessary to emphasise the importance of contribution made by a distinguished English educator Dorothy Heathcote. In this respect, this educator can be considered a pioneer in adjusting drama to the class implementation and analysis of the method’s effectiveness and applicability to different settings and categories of learners. Training teachers to use drama Training teachers to use drama in class is very important because a failure can result in inadequate interpretation of information by a student and inadequate assessment of learning efforts by a teacher. In this respect, one of the most brilliant statements by Dorothy Heathcote can be regarded t he following: â€Å"Teaching is creative work† (Heathcote, 1991, p. 26). In other words, the author means that training educators can be considered a part of teaching and an important aspect of implementation of drama for learning.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More The teaching-learning activity is analysed as a flow of energy surges by Armstrong-Mills (1997) who shares her personal experience of acquiring knowledge on using drama in class and implementing it with children: â€Å"Whatever was happening seemed to be related to an increase of energy and concern with the events we were making† (p.93). The main idea in this case is that educators learn to do something and then can try those methods and approaches immediately with children in class by implementing theory into practice. In other words, teaching can be considered equally important for educators and learners. Nature of educational drama Drama and its implementation in class is the changing issue that progresses as far as the educational methods and techniques progress every year. As reported by Heathcote (1991), the changes in the use of drama have shifted the emphases from individual learning to improvisation: There has been a shift in direction from an interest in the personal development of the individual pupil, through the acquiring of theatrical and improvisational skills to the recognition of drama as a precise teaching instrument, which works best when it is part of the learning process (p. 42). In this respect, drama can be used in a great variety of ways and treated differently by different educators who support different views on education. So, Cook (1973) suggests a brief but extremely clear explanation of drama as educational method and justifies its use: â€Å"The natural means of study in youth is play [while] a natural education is by practice† (p. 145). In this respect, drama provides educators with an opportunity to teach children in the most effective way that can be used with second language learners as well as with monolingual children (Kao ONeill, 1998, pp. 3-4). In other words, the implementation of drama in class is effective as well as implementation of drama with second language learners. Theories on the issue Theoretical aspect is important in every case, especially in consideration of pedagogical methods and assessment of their effectiveness while implementing into practice. For instance, Swann et al. (1996) analyses the concept of linguistic insecurity experienced by second language learners (p. 189).Advertising We will write a custom essay sample on Peculiarities of Using Drama, Improvisation, and Creative Approach specifically for you for only $16.05 $11/page Learn More As suggested by Wagner (2002), gestures, symbols, and other non-verbal means of communication are used by learners at the f irst stage of the acquisition process followed by words and writing. Moreover, the author emphasises the importance of drama combined with certain pressure: â€Å"Improvisational drama is effective because of the repeated pressure it puts on participants to respond† (Wagner, 2002, p. 4). So, drama has been used as an educational method for a long period of time though it was changing along with the educational system as a whole. Historic use of drama for educational purposes has been explored by many researchers. The most important issue, in this respect, was the effectiveness of the method that can be used with learners of different age groups. Understanding and implementation of drama in the classroom are essential steps in the process of acquiring knowledge necessary for effective teaching. Though some researchers may provide evidence for ineffective use of drama as educational method, most educators find this approach rather effective and creative. Defining Drama Drama ca n be defined as a creative activity though it can also be defined as a method of teaching and learning used by creative educators. After having learnt about drama implemented in class, every person would suggest another definition of drama and evaluate its effectiveness for the educational purpose. So, Heathcote (1973) as one of the pioneers of implementation of drama in class has suggested that drama can be considered a potential method of teachers used in class. â€Å"Drama is means of learning, a means of widening experiences even if we never act in a play stand upon a stage† (Heathcote, 1973, p. 158). In this respect, drama can be reported as one of the most effective means of learning and of second language acquisition because second language learners succeed more in their learning when drama is implemented in class.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More Drama can be defined as result or as process; every meaning would adequately characterise the nature of drama used for teaching and learning activities. Thus, Wessels (1987) defines drama as doing because it enables both teachers and learners to gain experiences and act in a certain manner (p. 7). Though Shakespeare suggested the idea of theatre and actors applied to ordinary people, it can be effectively implemented for educational purposes. In other words, learning and gaining experience can be considered the integral parts of drama as an educational method. This idea received approval in the study by Heldenbrand (2003) who characterises drama in education as an effective method during which a student acquires knowledge and gains experience of applying the gained knowledge into practice. So, definition of drama depends on its evaluation by the educator. Energy and excitement can be considered essential components of drama in terms of its definition with regard to the implementatio n of drama in class for educational purposes. Thus, Armstrong-Mills (1997) defines drama as a scope of energy surges that are created in the process of acting out some episodes and transmitted to all participants of the action. The same idea can be found in the work by Burke O’Sullivan (2002) who suggest that drama can be characterised as a means of transmitting excitement from a teacher to students with the help of combining action accompanied by a corresponding dialogue. Moreover, it is necessary to support the idea that drama implemented in class is a very exciting and emotional task for both a teacher and students because a teacher should prepare a scenario for students to act out and students should apply improvisational skills to manage to implement the scenario into practice. Concept of Training and Implementing As every approach, drama implemented in class has its strengths and weaknesses. In this respect, the most powerful benefits and potential disadvantages can be analysed in terms of their theoretical background and practical implementation of the method in class. Strengths of implementing drama in TESOL Benefits of implementing drama in classes for second language learners are obvious in terms of knowledge and experienced gained during drama classes. As reported by Furman (1990), drama â€Å"includes all types of human interaction† (p. 2). So, one of the most powerful benefits of drama used in class is its natural implementation. It is natural for people to play some roles and pretend if the situation requires them to do that. In this respect, it is possible to implement informal creative drama where participation is of primary importance in class so that second language learners could acquire language skills more effectively (Furman, 1990, p. 3). Experience and emotions are important elements and absolute advantages of using drama in class. Theoretical benefits Theoretical characteristics of the approach can differ from the results acquired in practice. In this respect, it is necessary to assess theoretical potential of the method contrasted and compared to its practical implementation. As reported by Almond (2005), implementation of drama in class should have a great number of various benefits for students as for teachers (pp.10-17). In other words, teachers have an opportunity to implement into practice what they have been trained for while students can acquire knowledge in a more effective manner. So, both parties concerned can gain experience and be involved into the process. The process of implementation of drama in class can improve and benefits from the use of facial expressions and gestures while acting out some episodes or improvising. The curriculum is an important part of drama implemented in class because it should be adjusted respectively to the needs of students and expectations and plans of educators. The curriculum is considered as a method of engagement of active students in the study by Shie r (2002). When students lack some knowledge and are not able to direct their energy appropriately, they can be engaged via curriculum combined with drama method implemented in class. Another study supporting the idea of curriculum and its combination with drama approach in second language learning is Heathcote (1991), where the author analyses the function of drama in the curriculum and its benefits for use in class. In addition, the study by Maley Duff (2005) attempts to answer the question of importance and usefulness of drama implemented in class and find a great number of skills that can be improved while using drama. For instance, drama â€Å"integrates skills in a natural way,integrates verbal and nonverbal aspects of communication, [transfers] responsibility from teacher to learners†, and some more skills and potential benefits are enumerated by Maley Duff (2005, pp. 1-2). Educational potential of drama as a means of teaching and learning is another important advanta ge in terms of theoretical background for use of drama in class. As reported by Dodson (2002), drama provides learners with an opportunity â€Å"to express themselves in English for a meaningful purpose, going beyond vocabulary and grammar drills† (p. 161). In this respect, it is necessary to encourage students to improvise regardless of language use because learners have to gain language fluency combined with understanding of spoken language. Benefits of use in practice Intelligence and other benefits gained in the course of implementing drama in class can be improved for second language learners because they can become knowledgeable in verbal and nonverbal means of communication used by English speakers. As suggested in the study by Schewe (2002), the intelligence includes multiple intelligences such as linguistic, logical-mathematical, musical, interpersonal, and others (p.74). In this respect, implementation of drama in class enables educators to facilitate the process of language acquisition through improvement of other skills necessary for both verbal and nonverbal communication. As reported by Davies (1990), mime, simulation activity, improvisation, and other activities combined under the main idea of drama can be beneficial for second language learners. At the same time, Heldenbrand (2003) analyses other practical benefits of drama implemented in class. These benefits include the fact that learners can acquire language skills in informal and relaxed environment; new vocabulary and speech patterns are recognised and practiced during acts; positive emotions prevail in the process of acting out episodes which facilitates understanding of information provided. Effective implementation of drama in class is demonstrated in the study by Heathcote (1976) where the author suggests a creative approach to the teaching of basic concepts. Besides, some more benefits can be found in the abovementioned study by Heldenbrand (2003) who characterises drama as a m ethod that helps to acquire knowledge concerning intonation and pronunciation patterns in the process of acting. Moreover, drama makes learners more self-confidence and encourages them to speak fluently; additional motivation provided during drama classes can be considered another great benefit of using it in class. Cultural issues can be treated as both benefits and drawback for drama implemented in class because students with different background information can either manage or fail to understand certain cultural cues properly. The importance of dividing information into two parts presented in the textbook and provided by an educator is emphasised by Liu (2002) who analyses the benefits of drama used in class for second language and foreign language acquisition. Moreover, it is necessary to focus on the overall influence of the method on learners and teachers. Though there are some disadvantages in the process of using this method, it gained recognition and can be implemented mor e effectively all over the world. The drama implementation approach can be used for different activities and different languages. Limitations in Implementing Drama in TESOL The basic limitations that can be emphasised in the process of implementing drama in class include cultural cues and globalisation in terms of mixing cultures and inappropriate cues used by second language learners. In this respect, it is important to analyse theoretical and practical aspects of implementation. Contradictions in educational drama are enlarged on by Moody (2002) who analyses the aspects of drama implemented in class and compares those to real practical approach and its effectiveness. Theoretical disadvantages Though some teachers can be aware of peculiarities typical of different cultures, they may fail to explain the peculiar features of the English-speaking culture to second language learners. Fels McGivern (2002) analyse the intercultural recognition gained through performative inquiry and ass ess its effectiveness for second language learners. So, cultural features can prevent learners form effective acquisition of verbal and nonverbal peculiarities while communicating in English. In addition, â€Å"by linking visceral bodily experience, as both sensorial and somatic, we as teachers guide our students in the complexity of transcultural learning† (Axtmann, 2002, p. 49). In this respect, one of the main challenges can concern the understanding of importance of cultural diversity before implementing drama in class. Limitations of use in practice Practical implementation of theoretical knowledge can be even more challenging and full of unexpected disadvantages than a research conducted on theoretical background. Being scared and being tired of what one has been doing are typical limitations of practical implementation of drama in class, as reported by Wagner (1976, p.18). Sometimes, educators can lack self-confidence necessary to implement a theoretical scenario into practice. This can be even more important in the process of acting out some episodes in class because the teacher should guide students in this activity. As communication is composed of both verbal and nonverbal aspects, it is necessary to analyse the challenges encountered in the process of implementing theory into practice with second language learners. As reported by Culham (2002), nonverbal approach should be used on the equal basis with the verbal one because misunderstandings may arise from lack of knowledge in nonverbal area of communication (p. 95). Teachers can fail to find appropriate materials to use with the drama approach or reaction of class to some moments of the teaching-learning process (Burke O’Sullivan, 2002). The arrangement of lessons in terms of time limitations can be a great challenge as well (Sam, 1990). Conclusion Summary of the review The importance of a method chosen for implementation in class is obvious. The rise of sociolinguistic and approache s used for teaching-learning purposes are related to the globalisation with its benefits and challenges. The use of drama in class can be considered one of the most effective approaches for second language acquisition and relevant problems encountered by learners and educators that teach students with different background, culture and language skills. In this respect, it was necessary to analyse the main contributors to the exploration of drama and its effectiveness with second language learners. Dorothy Heathcote can be considered the pioneer in the activity of implementing drama in class, especially with second language learners and adjustment of curriculum to the needs and expectations of teachers and learners. The consideration of cultural peculiarities can be treated as the challenge of primary importance because nonverbal approach is used in some studies whereas its importance affects the level of language acquisition and fluency of a speaker. Recommendations for further resea rch It can be interesting to analyse the relations between the second- and third-language acquisition in terms of methods and approaches used to facilitate the learning. Moreover, it is necessary to evaluate how different cultures perceive the information while being approached with the help of drama method. In addition, some people can fail to understand that there is a great difference between habits, gestures, emotions, and other cultural and language cues demonstrated by people in the process of communication. Analysis of effectiveness of implementation can be conducted via survey using qualitative method. Reference List Almond, M. (2005). Teaching English with drama. London: Modern English Publishing. Armstrong-Mills, C. (1997). Creative uncertainty: Energy surges in the principles and practice of Dorothy Heathcote. In D. Davis (Ed.), Interactive research in drama in education (pp.93-105). London: Trentham Books. Axtmann, A. (2002). Transcultural performance in classroom learni ng. In G. Brauer (Ed.), Body and language: Intercultural learning through drama (pp. 37-51). Westport, Conn; London: Ablex Publication. Burke, A., O’Sullivan, J. ( 2002). Stage by stage: A handbook for using drama in the second language classroom. Portsmouth, NH: Heinemann. Cook, C. (1973). Drama as playmaking. In J. Hodgson (Ed.), The uses of drama (pp.145-156). London: Taylor Francis. Culham, C. R. (2002). Coping with obstacles in drama based ESL teaching: A nonverbal approach. In G. Brauer (Ed.), Body and language: Intercultural learning through drama (pp.95-113). Westport, Conn; London: Ablex Publication. Davies, P. (1990).The use of drama in English language teaching. TESL Canada Journal, 1(8), 87-99. Dodson, S. L. (2002). The educational potential of drama for ESL. In G. Brauer (Ed.), Body and language: Intercultural learning through drama (pp.161-180). Westport, Conn; London: Ablex Publication. Fels, L., McGivern, L. (2002). Intercultural recognitions through perfor mative inquiry. In G. Brauer (Ed.), Body and language: Intercultural learning through drama (pp.19-37). Westport, Conn; London: Ablex Publication. Furman, L. (1990). Creative drama handbook and role play guide. Denver, Colorado: Pioneer Drama Service, Inc. Heathcote, D. (1973). Drama as challenge. In J. Hodgson (Ed.), The uses of drama (pp.156-166 ). London: Taylor Francis. Heathcote, D. (1976). From drama as a process for change. In R. Drain (Ed.), (1995), Twentieth-century theatre: A sourcebook (pp. 199-201). London: Routledge. Heathcote, D. (1991). Collected writings on education and drama L. Johnson C. O’Neill (Eds.). Evanston, Illinois: Northwestern University Press. Heldenbrand, B. (2003). Drama techniques in English language learning. The Korea TESOL Journal. 6(1), 27-35. Kao, S.-M., ONeill, C. (1998). Words into worlds: Learning a second language through process drama. London: Greenwood Publishing Group. Liu, J. (2002). Process drama in second- and foreign-language classrooms. In G. Brauer (Ed.), Body and language: Intercultural learning through drama (pp. 51-70). Westport, Conn; London: Ablex Publication. Maley, A., Duff, A. (2005). Drama techniques: a resource book of communication activities for language teachers. 3rd ed. Cambridge: Cambridge University Press. Moody, D. J. (2002). Undergoing a process and achieving a product: A contradiction in educational drama. In G. Brauer (Ed.), Body and language: Intercultural learning through drama (pp.135-161). Westport, Conn; London: Ablex Publication. Sam, W. Y. (1990). Drama in teaching English as a second language: A communicative approach. The English Teacher, XIX July. Retrieved from melta.org.my/index.php/11-melta-articles/151-drama-in-teaching-english-as-a-second-language-a-communicative-approach Schewe, M. L. (2002). Teaching foreign language literature: Tapping the students’ bodily-kinaesthetic intelligence. In G. Brauer (Ed.), Body and language: Intercultural learning through dram a (pp.73-95). Westport, Conn; London: Ablex Publication. Shier, J. H. (2002). The arts and the foreign-/second-language curriculum: An interdisciplinary approach to actively engage students in their own learning. In G. Brauer (Ed.), Body and language: Intercultural learning through drama (pp.183-207). Westport, Conn; London: Ablex Publication. Swann, J., Deumert, A., Lillis, T., Mesthrie, R. (1996). A dictionary of sociolinguistics. In N. Fitzgibbons (Ed.), Sociolinguistics. Montreal: University of Concordia. Wagner, B. J. (1976). Dorothy Heathcote Drama as a learning medium. Washington: National education Association. Wagner, B. J. (2002).Understanding drama-based education. In G. Brauer (Ed.), Body and language: Intercultural learning through drama (pp.3-18). Westport, Conn; London: Ablex Publication. Wessels, C. (1987). Drama. Oxford: Oxford University Press.

Angelo Badalamenti and Xxx Essay Example

Angelo Badalamenti and Xxx Essay Example Angelo Badalamenti and Xxx Essay Angelo Badalamenti and Xxx Essay I will always remember my last holidays. They were my longest holidays, and I think that I learnt how to spend the time. I enjoyed a lot with my friends, my family, and I met new people too, because I was in different places during the summer, and I wanted to meet people everywhere. The first place I visited was xxx, a town near xxx, because I was invited for some days by a cousin who has a house there. I went with some friends and cousins and we spent there just five days, but it was enough time to want to come back next summer! We stayed on the beach for hours, in the mornings, just lying and asleep, taking enough energy for the rest of the day and for the night! At night, we went out until next morning. We danced, met people, walked near the beach while we watched the moon in silence. Next, I went to xxx with my parents and my sister. Actually, I did not go to xxx, I went to xxx. We stayed there for four days, and it was really unforgettable. When I saw the park, I opened my eyes the most I could and I did not close them until the night at the apartman. I felt like a little child again Finally, I was in xxx. My parents looked for a really relaxing time, and we were on the beach for some days. There, we did not visit anything, we were there just to rest. After those days, we came back to xxx, and, unfortunately, we had to start our routines again

Ethical Issue Paper - Vitamin K Essay Example | Topics and Well Written Essays - 1500 words

Ethical Issue Paper - Vitamin K - Essay Example The Vitamin K in breast milk is also very low and thus after the birth of babies, even though breastfeeding is taking place, Vitamin K is at a low level for several weeks and only attains its required level when the alimentary canal bacteria start generating Vitamin K for the baby. Some babies are fed with infant formula that contains Vitamin K but even though this takes place, the level of Vitamin K remains at a low level for some days (E Hey, 2003). Vitamin k is thus recommended to be administered on the new born babies to increase its levels in their body (American Academy of Pediatrics, Committee on Fetus and Newborn, 2003). The contention now is on how to administer Vitamin K. Which method is safe and well known to have desirable results in preventing hemorrhagic disease of the newborn? The method that has been in use was intramuscular administration or administration through injection. It however has come to be questioned on its safety on babies and its possibility that it woul d be causing cancer and leukemia in the new born babies who are given vitamin K using the intramuscular administration (American Academy of Pediatrics, Committee on Fetus and Newborn, 2003). This led to the introduction of oral administration in some countries. The decision however on the method to be used has somehow been determined by the consent from the parent. Where the nurse administering Vitamin K is left to decide, then ethical decision making comes in. As a nurse, consideration has to be put on both methods. Their effectiveness and on the safety. This paper, with the help of research by other writers, will show the dilemma faced in making the ethical decision of the method to use in administering Vitamin K. Summary of the Issue Concerns have however been raised on either the safeness or effectiveness of both intramuscular administration and oral administration of Vitamin K. The first that has been in use is the intramuscular administration. This method has been recorded to have good results and according to study in Australia, there was no registered case of bleeding (HDN) in the children who were given Vitamin K using intramuscular administration (Khambalia et al., A.Z., 2012).. A similar test was carried out testing the effectiveness of oral administration. Most of the infant who received Vitamin K were safe from HDN but a number of them were registered to experience bleeding probably because of HDN. From this you can depict that the efficiency of oral administration is not as effective as using intramuscular administration. This can be due to several reasons that would render oral administration non-effective. The first is that in case of vomiting in the child, to whom Vitamin K is administered to, the dose needed will not have been met and hence the child will be prone to bleeding. The other is that this method is dependent on the parent compliance to bring the child back for the second dose 3-5 days after the first dose given after child birth. T his would mean that if a parent fails to comply with this say because they forget, then the dosage will not be as expected but when it comes to intramuscular administration, the dosage is given once, immediately after birth of the child. This means that the complete dose is administered at once. These two factors may lead to lack of proper dosage if the oral administration is used and thus full protection from HDN may not be in

Shared Practice Evaluation Methods Part II Assignment

Shared Practice Evaluation Methods Part II - Assignment Example soda is concerned, I strongly believe that you could have chosen at least two of the alternatives instead of wanting to use all of them at one point or the other. This notwithstanding, it is a good thing that you recognized that there will be different stages of decision making and thus the need to diversify your decision making tools. Â  Hello John, it is great to read about how you identify instances where each of the decision making tools is relevant and the advantages and limitations that come with each of them. I have always believed that companies have failed in the implementation of decision making on investments because they refuse to weigh out their options very well. This is because in most cases, the companies overly rely on the advantage that a particular decision making tool would bring without looking at possible disadvantages. But as stressed by quote (year), it is very important that at every point in time, decision making will be made around whether the company’s priority is with time value of money or with the quantitative outcomes from investment. Regarding your current project, I believe it is a very good thing that you decided to select only two methods which are discounted payback and NPV. With such specification, you will be able to stay focused on the monitoring of your