What Does Iiyo Mean in Japanese

The Japanese word Iiyo has several meanings: Its okay, its fine with me or thanks. All are terms that covey agreement with something that has been said. The phrase sounds informal, therefore it shouldnt be used to your superior.  Ii desu yo can be used in formal situations. Yo is a sentence ending particle. Daijoubu is another way you tell others you are fine or okay in Japanese. The Addition of Yo In Japanese, there are many particles that are added to the end of a sentence. They express the speakers emotions, doubt, emphasis, caution, hesitation, wonder, admiration, and so on. Some sentence ending particles distinguish male or female speech. Many of them dont translate easily. Click here for Sentence Ending Particles (1). Yo does two things: (1) Emphasizes a command. Benkyou shinasai yo!勉å ¼ ·Ã£ â€"㠁 ªÃ£ â€¢Ã£ â€žÃ£â€šË†Study!Okoranaide yo!怒ら㠁 ªÃ£ â€žÃ£  §Ã£â€šË†Dont get so angry at me! (2) Indicates moderate emphasis, especially useful when the speaker provides a new piece of information. Ano eiga wa sugoku yokatta yo.㠁‚㠁 ®Ã¦Ëœ  Ã§â€ »Ã£  ¯Ã£ â„¢Ã£ â€Ã£  Ã¨â€° ¯Ã£ â€¹Ã£  £Ã£ Å¸Ã£â€šË†That movie was very good.Kare wa tabako o suwanai yo.Ã¥ ½ ¼Ã£  ¯Ã§â€¦â„¢Ã¨ â€°Ã£â€šâ€™Ã¥  ¸Ã£â€š Ã£  ªÃ£ â€žÃ£â€šË†He doesnt smoke, you know. Similar Words that Show Agreement There are several other ways to say you agree in Japanese. Here are some of them: I agree (è ³â€ºÃ¦Ë† Ã£  §Ã£ â„¢), Sansei desu. Sansei, which means â€Å"approval, is a more formal way to convey agreement in Japanese.Absolutely (å… ¨Ã£  Ã£  Ã£  ®Ã©â‚¬Å¡Ã£â€šÅ Ã£â‚¬â€š) Mattaku sono tÃ… ri. â€Å"Mattaku† means completely.Of course (も㠁 ¡Ã£â€š Ã£â€šâ€œÃ£  §Ã£ â„¢Ã£â‚¬â€š) Mochiron desu. This is yet another way to show agreement in Japanese. Pronunciation of Iiyo Listen to the audio file for Iiyo. Japanese Characters for Iiyo: 㠁„㠁„よ。

Graduation Speech Education And Education - 862 Words

Education I earned both my Bachelor’s of Arts in Liberal Education and my Master’s in Education-Urban Education at Langston University in Tulsa, OK; Langston is a Historically Black College with a commitment to educational focus on diversity and underrepresented populations. While pursuing both degree programs I worked full time as a teaching assistant and, later, as a teacher in a high poverty school whilst taking my courses in the evenings, weekends and summers. During my Master’s program I was able to use my course work on topics like Jonathan Kozol’s The Shame of the Nation or Savage Inequalities directly from the college classroom to my own class of students. Teaching I discovered my professional calling when I was hired as an early childhood parateacher in Tulsa’s Even Start Family Literacy program. The program was housed in Kendall-Whittier Elementary, the same school where I teach today. The program introduced me to early childhood education, English Language Learners and high poverty students and families at the same time. During my four years with the program I applied the research of Hart Risley’s study of oral language inequities between children of varying socioeconomic backgrounds, Ruby Payne’s A Framework for Understanding Poverty and Dickinson and Tabors’ Beginning Literacy with Language to my teaching of birth to five year old students and their families. While teaching in the Even Start program I was able to attend Family Literacy conferences acrossShow MoreRelatedGraduation Speech : Education And Education1420 Words   |  6 Pagestime after time, seem to faintly impact the students. Schools have been d esigned so you learn the same information, slightly more in depth, from kindergarten to senior year. What about topics that would further the student in their future after graduation? Schools emphasize the same core subjects throughout the years, but not the real life obstacles millions of millions of people face. What if schools required classes on survival, job interviewing skills, studying, how to pass the SAT- all classesRead MoreGraduation Speech : Education And Education1414 Words   |  6 Pagesenrolled in a training program to teach elementary students in some of the most remote regions of Mexico. I was excited about the prospect of teaching reading, writing, and mathematics to underprivileged students in areas of my country that needed education more than anything else to bring them into the modern era. I had seen the difference a few good teachers had made in my life. It was one of my earliest ideas to help the youth in my country rise above the limitations of their past and see the possibilitiesRead MoreGraduation Speech : Education And Education2285 Words   |  10 Pages To succeed in this world, an education is an important thing you need to be successful. The things you learn through school give these students the hope that they can actually be successful in life. This gives them confidence when they walk into an interview for a job, which may be their first job. Having an education can open many doors of opportunities that motivate an individual to achieve better prospects in career growth. An education can play a very important role in this world. It can leadRead MoreGraduation Speech : Education And Education Essay1629 Words   |  7 Pagesso that I could give children an even better education than I had. As a teacher, I want to give students the opportunity to find themselves by applying the lessons I’ve taught to their everyday lives. I want them to not only grow up to be financially successful, but also find their purpose, follow their passions, and live a happy and fulfilling life. I want to give even the most difficult and strugglin g student a potentially better future. Education should give individuals the ability to find themselvesRead MoreGraduation Speech : Education And Education Essay1162 Words   |  5 Pagesstudy and gain more experiences. They are willing to study abroad because in these globalization era, opportunity to get better education are offered and might support their career in the future. As a result, there are many students from Asia travel to other country such as New Zealand, Australia, and America to pursue their dream. Moreover, teacher is part of education that cannot be separated with students’ life. They have an important role in molding the students before they graduating. HoweverRead MoreGraduation Speech : Education And Education1263 Words   |  6 Pagesto succeed in their education, however, not everyone has the privilege to receive a great education from the start. Due to the factors that might interfere or hinder education, such as economic and geographic matters, many programs have been developed in orde r to help students with their journey throughout college and high school. The Puente Project is one of the many programs that has been around for three decades assisting underrepresented students to further their education. The program believesRead MoreGraduation Speech : Education And Public Education972 Words   |  4 Pagesin America, the chances of one having received some form of general education are high. Schools come in all shapes and sizes to accommodate the needs and preferences of parents and students; they can range between the extremes of religious to liberal arts and private to public education. In E.B. White’s â€Å"Education†, he describes his son’s shift from a city private school to a country public school. In contrast, the public education I received before entering college was very different from the experiencesRead MoreGraduation Speech : Special Education753 Words   |  4 Pagesspecial education teacher, and a general education teacher w ho teaches Spanish I have come to the conclusion, the three individuals I chose have had a great deal of time within the secondary special education services over their years in education. Ranging from years of experience from fifteen years for my principal, to twenty-one years for my special education teacher, to a whopping thirty-four years for our Spanish teacher. Therefore, I know if I ever have any questions over special education issuesRead MoreGraduation Speech On Special Education942 Words   |  4 PagesAmid the rush of the last week of school, I was able to sit down with my principal, who is retiring after 32 years in education. He has spent the majority of it as a building administrator, but the 22 years have been spread over elementary, middle, and high school populations. Originally, he taught high school Spanish and is fluent in several languages. He talks to all our students in Spanish at some point during their high school experience, which gives those studying the language the opportunityRead MoreGraduation Speech : Changing Education1591 Words   |  7 PagesChanging Education As we are born and begin to grow, we near the age where we are expected to begin the long and tiresome journey that is our education, and for 4 million new students a year, it is one they will have to attend in public schools. Throughout the span of 13 years and around 14,040 total hours spent in those public schools, we are expected to develop skills and meet a certain standard of proficiency in those skills, while also maturing our tastes and expanding our thinking, all

Ambition Essay 11 Free Essays

?Ambition Nowadays, many people think ambition is antisocial, it is never a pretty prospect to ponder. But in my opinion, ambition is important and necessary for our society. Ambition is a fundamental skill of accumulating power and living a good life. We will write a custom essay sample on Ambition Essay 11 or any similar topic only for you Order Now It produces action. It makes choice possible. It is a narrative or context of concerns and commitments that brings forth moods of passion, assessments of situations and actions, strategies and tactics, requirements for power, and skill. What if a person does not have an ambition? A person without ambition has no commitment to take care of their future. They may want, desire or prefer a good future, but they lack commitment to do so. They do not act in the present to produce favorable consequences in the future. And to think of it, what the world will be like without ambition? The highly developed society hangs back and new invention disappears. New discovery vanishes. All of which human beings creates will never come to our life. That’s an unbelievable phenomenon. So in my opinion, ambition is so important and necessary for both individuals and our society that we will never abandon falling in it. To begin with, I think if one’s ambition is greater than the others, he or she will get more at last. For example, In the Three States conflicts, a famous leader named Cao Cao, whose ambition is to climb up to the summit of great rights. Through a list of methods such as absorbing some knowledgeable person makes him succeed finally. Secondly, some ambitious ideas contribute to the success of our society. If we don’t dream flying like the bird, we’ll never invent the plane. f we don’t want to stay in the waters for a long time, we’ll never make the first submarine. If we don’t want to step on the moon, we’ll never create the spaceship. Ambition is like a flower, whose smell is so sweet that lure people to get it. Ambition is like a hawking, whose expectation is to fly high and high to the blue sky. If a person doesn’t have ambition, his life will be dull. If a person doesn’t have ambition, his colorful world will fade. a person don’t have ambition, he will achieve nothing. Someone will say, ambition may be destroy the building of modern moral society, which built by our ancestor. To the contrary, it’s because of the ambition that the building could be existed. I don’t think that someone is an ambitious person is wrong. In a word, I am totally agree that ambition propels our life and make our world go around. It’s so important and necessary that we’ll all have to stick to it if we want to make a difference. How to cite Ambition Essay 11, Essays

Marketing And Entrepreneurship Implements †Myassignmenthelp.Com

Question: Discuss About The Marketing And Entrepreneurship Implements? Answer: Introducation The organization has efficiency implemented the marketing concepts in its operations. It is one of the biggest charity clothing recyclers in Australia with more than 20 retail stores and several clothing bins. The Smith family had helped Australians with food and clothing facilities during the depression in 1920 and 1930. It runs a learning for life program through which it helps the disadvantaged children of Australia by providing them financial support for their education ("Australian Children's Charity | The Smith Family", 2017). The Smith Family Recycle Operation is a part of Smith family non- profit organization that involves the recycling division. As the association keeps on delivering reused and new garments, footwear and adornments, the association uses great marketing and advertising system that guarantees that these items are moving as they are being created. The profit they seek is the amount received from the sales of its recycled products. This recycling activity was begun with the point of making some income stream for social work. A decent marketing arrangement utilized by the organization guarantees that the association gets a decent measure of the income, which is utilized that helps the organization in keeping the operational costs relatively lower. Through marketing system, the group has popularized the association's products that has brought about huge sales and a high income for the association that are visible in their financial statements ("Australian Children's Charity | The Smith Family ", 2017). The website of Billabong offers detailed information regarding the surfing, skating and skiing industries however, it provides very less information related to its products. Yes, this helps Billabong to establish good relationships with its target customers because it provides one stop solution to the customers who are interested in surfing, skating and skiing. The customers who are interested in these sports activities can visit the Billabong website in order to plan the activities and purchase the perfect attire for the event ("Choose Your Experience | Billabong", 2017). Nestle announced the launch of Nescafe Gold Organic in Australia on May 17, 2017. The coffee was introduced for the Australians who love organic coffee. The Nescafe Gold Organic is rich in aroma and has an extra ordinary smooth taste. The coffee is made up of Arabica coffee beans that have been grown and harvested by certified farmers in the region of Peru. The coffee beans are grounded and roasted in order to obtain a soluble coffee that has extraordinary taste and richness. The company has emphasized upon the sourcing of coffee beans in a sustainable manner and without causing any harm to the environment ("Australia wakes up to NESCAF Gold Organic coffee", 2017). The product targets the Australian youth who are health conscious and are aware about the chemical processes that the conventional coffee passes through. Since, the price of organic coffee is higher than that of the conventional coffee, the company shall target the people with higher income. The company mainly targets the coffee lovers and the individuals who love visiting coffee shops in search of healthy and tasty coffee (Jaffee, 2016). Yes, I think they will be successful because organic coffee has several health benefits attached to it. Organic coffee helps in reducing the risks of chronic diseases and helps in in extending ones life span. Additionally, organic coffee helps in improving the environment as they are grown sustainably. Organic coffee is grown by certified farmers and it is free from chemical contamination. Another major reason behind the success of Nescafe Gold Organic shall be the favorable changes in the tastes and preferences of the Australians (Ibanez Blackman, 2016). The Australians have become more health conscious and aware about the chemical contaminations in the conventional coffee that shall help the shift of customers from conventional coffee to organic coffee. If a company is interested in estimating the distribution of income in Northern Territory or New Zealands North island, it can use either parametric estimation or non- parametric estimation. The estimation involves identifying the income inequalities and poverty and comparing between the inequality and poverty in the different areas (Byrne, 2016). Parametric estimation shall be appropriate as it shall facilitate subsequent inferences regarding the inequality and poverty measures by combining regional as well as national distribution. Unilever has efficiently utilized segmented marketing approach in order to marketize their products. Unilever has divided its products into several categories such as food products, home and personal care products, soaps and detergents, beverages and ice cream. The company as efficiently utilized demographic variables such as income, age and gender in order to marketize its products. The company has analyzed and studied the lifestyle of the customers in order to satisfy the needs and requirements of the customers. It has divided the market into break segment, impulse segment and take home segment. The break statement includes products that act as a snacks during the breaks. The impulse segment includes the products that are purchased out of impulse. The take home segment comprises of the essential items that are purchased by a large number of customers from supermarkets and retail stores ("Unilever global company website | Unilever Global", 2017). PG has designed its marketing strategies according to the product segments. PG has 5 segments in which it operates. The segments involve home care, baby and family care, beauty and feminine care, grooming and healthcare. The company targets its customers by using segment marketing after understanding the needs and preferences of the segmented markets. The basic effective factor for this organization is that it did the remarkable market division. Market segmentation a popular promoting procedure that incorporates dividing the clients, who have the same kind of needs and requirements. At that point, the organization accords these comparable needs and wants in order to plan the reasonable manufactures for them. The organization not only gives the diverse products class, but also presents distinctive brands in a similar product classification ("Home", 2017). For instance, the organization has the home care, baby and family care, beauty and feminine care, grooming and healthcare section. These portions give the distinctive capacity to their buyers to fulfill their want. Moreover, the PG organization did the separated showcasing in some particular fields. For instance, the PG organization not just deals with a few brands in the powder field (Bold, Dash, Tide, etc), yet in addition gives these powders distinction capacities. A large number of clients purchase the washing powder for cleaning their garments. Nonetheless, the clients likewise trust that the powders have some particular capacities. For example, a few clients may buy the powders relying upon their cheap value, another clients may concentrate on the detergent, cleansing agent or freshness on garments. PepsiCo utilizes positioning strategies and market segmentation strategies appropriately. It targets more than one client section in the meantime with various items or administration bundles. For instance, Pepsi-Cola has positioned itself as soft drink that tastes great and has an enjoyably reviving effect. In any case, Pepsi-Cola contains a high measure of sugar and it is not suitable for clients that are worried about wellbeing ramifications of consuming carbonated soda drinks. For this particular client section, PepsiCo offers Diet Pepsi that has been positioned as a soft carbonated drink. Diet Pepsi contains very less amount of sugar contrasted with Pepsi-Cola and other sodas. It is essential to determine that PepsiCo portfolio contains 22 brands including Pepsi-Cola, Mountain Dew, Gatorade, Lay's, Tropicana and others. There are a few contrasts among brands inside PepsiCo portfolio as far as their dietary esteem, valuing, packaging and so forth and these distinctions affect the position of the brands of PepsiCo ("PepsiCo's Global Websites", 2017). According to the market segmentation of the above three companies, Unilever shall hold the first position, PG with second rank and PepsiCo with third rank. The companies can further segment its market based upon the past sales in a particular region so that they can focus upon a particular product on a particular region and increase their sales. The companies can further study the needs and preferences of the customers by conducting several surveys and can segment the market accordingly. The worldwide demographic trends have largely affected the opportunities for international marketing. A portion of the demographic trends on the planet today incorporate the demand patterns, supply patterns, and external variables. These patterns, in one way other influence the execution of international marketing (Armstrong et al., 2015). In the demand patterns, there are billions of new buyers surging up each year on the planet, therefore the requirement for worldwide products or administrations will emerge. Likewise, there are moving socioeconomics on the planet, individuals barely remain at a specific area; there is additionally ascend in digital customers where the world has become global through innovations in technologies. The modernization and center of trade are extending at a higher speed, and there is an ascent of the section of significant worth. In the supply pattern, there are more unpredictable input expenses that are necessary to be considered, and even the shortage o f workers in the developing markets should likewise be considered. At long last, the external variables incorporate the adjustment in tax administrations and expanding trade protectionism. Demographic patterns and its powers militate against their support in worldwide business. In addition, achieving the global world requires solid promoting techniques and some of different patterns incorporate the snappy improvement of local exchange. The industries that have been benefitted from the baby boomers include the automobile companies such as Toyota, the food companies such as Nestle and the communication and technology companies such as Apple. References: Armstrong, G., Kotler, P., Harker, M., Brennan, R. (2015).Marketing: an introduction. Pearson Education. Australia wakes up to NESCAF Gold Organic coffee. (2017). https://www.nestle.com.au. Retrieved 26 August 2017, from https://www.nestle.com.au/media/newsandfeatures/australia-wakes-up-to-nescaf%C3%A9-gold-organic-coffee Australian Children's Charity | The Smith Family. (2017). Retrieved 26 August 2017, from https://www.thesmithfamily.com.au/ Byrne, C. L. (2016). Parametric and Non-Parametric Density Estimation: Are They Distinct?. Choose Your Experience | Billabong. (2017). Billabong. Retrieved 26 August 2017, from https://au.billabong.com Fletcher, R., Crawford, H. (2013).International marketing: an Asia-Pacific perspective. Pearson Higher Education AU. Home. (2017). Us.pg.com. Retrieved 26 August 2017, from https://us.pg.com/ https://www.pepsico.com/home/Globalsites Ibanez, M., Blackman, A. (2016). Is eco-certification a winwin for developing country agriculture? Organic coffee certification in Colombia.World Development,82, 14-27. Jaffee, D. (2014).Brewing justice: Fair trade coffee, sustainability, and survival. Univ of California Press. Unilever global company website | Unilever Global. (2017). Unilever global company website. Retrieved 26 August 2017, from https://www.unilever.com/

Little White Lies free essay sample

Shannon Law LITTLE WHITE LIES Have you ever told a lie to somebody? After telling that lie, did you feel guilty about it? Most of the time, people feel guilty or bad if they express their own opinion about something. Telling the truth is always essential for us in everyday life. We can be trusted by other people and at the same time, be able to express and support our own opinions. Honesty can never hurt anyone more than you lying to them. Why did you think Abraham Lincoln was nicknamed â€Å"Honest Abe? † Because he believed that honesty is the best policy. Telling the truth is the most important thing to do. It is better to tell the truth, admit your mistakes, and move on. People should tell the truth all the time to feel more comfortable. Telling the truth makes life so much simpler without having to worry about anything and without having to lag that guilt around that’s trapped inside your body. We will write a custom essay sample on Little White Lies or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page People appreciate this quality, and that gives value to us. People who tell the truth become more appreciated by other people. We have to keep a good image of ourselves. In order to do that, we must be honest in all situations. If a person lied to you, and you found out that he lied, would you ever trust that person again? Besides, when you tell the truth, it’s easier to support your own idea or opinions because you don’t have to create a completely made up story. People who lie invent a huge history and when you ask them some details, they’re quickly lost in the explanation and they forget some details to make their lie understandable. A good example of a person who thinks that it is essential to telling the truth is Abraham Lincoln. Do you know why Abraham Lincoln was nicknamed â€Å"Honest Abe? It is said that the roots of this nickname start in his early working life. As a young man, Abraham Lincoln worked as a general store clerk. On evening, he was counting money in the drawers after closing and found that he was a few cents over what should have been in the drawer. When he realized that he had accidentally short-changed a customer earlier that day, Lincoln walked a long distance to return the money to the customer. On another occasion, Lincoln discovered that he had given a woman too little tea for her money. He put what he owed her in a package and personally delivered it to the woman, who never even realized that she was not given the proper amount of tea until Lincoln showed up at her doorstep! Lincoln carried his regard for the truth through his years at the White House. He himself was deeply sincere. During the civil war, President Lincoln stated, â€Å"I hain’t been caught lying yet, and I don’t mean to be. † To Lincoln, the truth was not worth sacrificing for any gain, no matter how large that gain may have been. Honestly is good because, for example if you sneaked out in the middle of the night to meet up with your friends and your parents found out, wouldn’t they expect you to come home and explain everything to them truthfully? Wouldn’t they be even angry at you if you lied to their faces? My cousin had a personal experience with this. It happened in the summer of 2010. My cousin, Crystal, and her friends decided to sneak out. Crystal knew that it was wrong but she ended up going anyway. She and her friends decided to go to a club. Crystal and her friends all told their parents that they were sleeping over another person’s house. My aunt (Crystal’s mom) actually ended up calling Nicole’s (Crystal’s friend) house to check up on Crystal to see if she was there. Unfortunately, she wasn’t. While having the best time dancing at the club, Crystal felt a tap on her shoulder, she turned around and this person asked, â€Å"Can I have this dance? † That person ended up being her dad. Crystal and her friends immediately stopped, looked at each other and thought, †Oh no. † All of their parents knew that something was up and somehow put the pieces of the puzzles together and found out where they were. When she got home, her parents were very disappointed with the fact that she lied. Crystal ended up being ground for two weeks. This was the situation where I learned that honestly is the best policy and that lying will get you into more trouble. In conclusion, lying is lying. The part when lying is very bad is when it is deceitful. When you lie too much, nobody will believe you when you actually tell the truth. Your character will always be in question. You will also be known as the â€Å"liar† and people will never know if what you say can be true. Lying makes you untrustworthy and diminishes your character.

International Economics essays

International Economics essays As an affluent, high-tech industrial society, Canada today closely resembles the US in its market-oriented economic system, pattern of production, and high living standards. Since World War II, the impressive growth of the manufacturing, mining, and service sectors has transformed the nation from a largely rural economy into one primarily industrial and urban. Canada and the United States enjoy an economic partnership unique in the contemporary world. They share the world's largest and most comprehensive trading relationship, which supports more than two million jobs in each country. The 1989 US-Canada Free Trade Agreement (FTA) and 1994 North American Free Trade Agreement (NAFTA) (which included Mexico) have touched off a dramatic increase in trade and economic integration with the US. With its great natural resources, skilled labor force, and modern capital plant Canada enjoys solid economic prospects. Two shadows loom, the first being the continuing constitutional impasse between English- and French-speaking areas, which has been raising the possibility of a split in the federation. Another long-term concern is the flow south to the US of professional persons lured by higher pay, lower taxes, and the immense high-tech infrastructure. Canada is also a larger market for US goods than all 15 members of the European Union combined. Canadians are very sensitive to being confused with the United States; the converse is not such a problem. Be very careful of this one, especially if coming from a country other that the US as the Canadian accent (if English) is not that easy to distinguish, although totally obvious to US residents and Canadians. Do not refer to the US as America; this is the name of the continent of which Canada is by far the largest country. Canada for the British is noticeably more British than the USA. The English language differences are less, measurements ...

Biology Unit 4 IP Research Paper Example | Topics and Well Written Essays - 500 words

Biology Unit 4 IP - Research Paper Example Moreover, alveoli are destroyed due to the destruction of gas exchange surface area and airway flexibility. Furthermore, vascular changes take place in the small arteries and capillaries of the alveoli and bronchioles. Additionally, the cells of the bronchial tree undergo inflammation, which results in squamous metaplasia, fibrosis and hypertrophy of smooth muscle (Robinson & Scullion, 2009, p. 545). Air that has been infused with oxygen is drawn into the lungs during the inhalation stage of respiration, and then it reaches the alveoli. At that place, blood with high carbon dioxide content, which has coursed through the body comes into contact with the oxygen enriched air. This takes place in the capillaries that enclose each alveolus. At that place, oxygen in the air is exchanged with the carbon dioxide in the blood (Brannon & Feist, 2009, p. 309). Smoking causes emphysema, which damages the alveoli to the extent that the surface area for the aforementioned exchange of oxygen from the inhaled air and the carbon dioxide in the blood that has circulated through the body, is substantially reduced. Moreover, this damage prevents the flow of sufficient blood to the unaffected alveoli. The outcome is an impaired respiratory mechanism, which in turn increases the carbon dioxide levels in the blood (Brannon & Feist, 2009, p. 311). The risk of pneumonia and other acute respiratory ailments are significantly enhanced by smoking (Duaso & Duncan, 2012, p. 356). Smoking has been identified as the single most important cause for cardiovascular disease. It is now well established that smoking significantly increases the risk of abdominal aortic aneurysm, atherosclerosis, coronary heart disease, and stroke (Duaso & Duncan, 2012, p. 358). The most common association of cigarette smoking is lung cancer, and as much as 90% of the incidence of lung cancer has been correlated to smoking. In addition, evidence

Industrial psych Essay Example | Topics and Well Written Essays - 1000 words

Industrial psych - Essay Example When the personality of each employee is studied, the degree of self-assurance of him or her will also be known. The interaction with worker also shows this level. Consistency theory by Korman states that self-confidence and presentation have a positive relationship: the more self-confident an employee is, the better results he shows. The level of self-assurance can be increased by means of special training that will help workers realize their potential. Moreover, positive experience also contributes to better self-esteem. During such training, a worker is offered an easy assignment, which is very easy to succeed in, and after the completion, his self-esteem will improve. The level of self-confidence also depends on the behavior of a supervisor; thus it is essential to provide supervisors with special training. The next essential thing Susan Kwan should pay attention to is intrinsic motivation. Employees are different in the way they can be intrinsically motivated. Some of the employees like the process of performing the task, while some employees are more oriented towards the successful result of a task. Some employees also can be motivated by the desire to avoid negative outcomes, because they are afraid to be fired. Different tests can be used to determine if employees are intrinsic or extrinsic. Finally, the desire to get better results, need in communication and authority should be studied to define how people differ in these needs. The job position of every employee should be determined considering these differences. It is necessary Susan Kwan should determine the workers’ level of satisfaction, which influences the quality of their performance. The goals that are set out should be well defined and understood, attainable within the set deadline, take into account the level of difficulty, the employees’ role and their level of preparation. Therefore, it is evident that a goal partly involves employees. Special attention

Black Diaspora and the Founding of Liberia Research Paper

Black Diaspora and the Founding of Liberia - Research Paper Example According to these people, the strength of the blacks lay in their own hands and not in the hands of whites. African Americans belonged to Africa and their movement from America to Liberia was expected to be the result of their freedom and not their further enslavement. The journey to the founding of Liberia is a long one and captures the vision of the elders of African America who eliminated the differences within the African community that still comprises of a variety of languages and cultures. They wanted to see Africa as a whole, united in its dream. Hence the term ‘Pan-Africanism’ has been coined. It is the ‘political project’ to allow those in African diaspora to return by way of unification of all the Africans in a single African state4 the intellectual roots of the movement strongly lie in the racial conception of Africa by its founders, the African American and the Afro-Caribbean intellectuals. Pan-Africanism aimed to challenge the anti-black racism on two fronts since it started off from the New World among the slave descendants spreading back to Africa. Firstly, in the diaspora it condemned racial domination and secondly it also challenged the colonial domination which eventually seemed to have taking a racial form in Africa alone. The great divide in the movement is mainly due to the â€Å"stresses and strains† caused by the aforementioned goals which pull it in different directions.5 Liberia eventually grew into a colony and then a commonwealth nation. It achieved independence in 1847 with the help of the American Colonization Society. It was not until the 1980 that the descendents of freed slaves, also known as Americo-Liberians, got away with the socio-political control of the... This essay declares that the journey to the founding of Liberia is a long one and captures the vision of the elders of African America who eliminated the differences within the African community that still comprises of a variety of languages and cultures. They wanted to see Africa as a whole, united in its dream. Hence the term ‘Pan-Africanism’ has been coined. It is the ‘political project’ to allow those in African diaspora to return by way of unification of all the Africans in a single African state the intellectual roots of the movement strongly lie in the racial conception of Africa by its founders, the African American and the Afro-Caribbean intellectuals. Pan-Africanism aimed to challenge the anti-black racism on two fronts since it started off from the New World among the slave descendants spreading back to Africa. This paper discusses that colonization was in many ways a missionary task which it quite a â€Å"benevolent project†. Hence the method of carrying out the plans was very much private and was done on a small scale. There was definitely a plan of colonization behind Thomas Jefferson’s plea to end slavery and allow the blacks to visit and enjoy their own lands. There was indeed evil arising from the slavery through which the Americans were benefiting. They did not know the anger they were breeding among the natives of Africa who learnt what was being done to their brothers abroad.

Microteaching As A Tool For Training Teachers English Language Essay

Microteaching As A Tool For Training Teachers English Language Essay Microteaching (MT) originated in 1960s at the Stanford University as a tool for training of student teachers. Allen and Ryan (1969) who originally gave this idea had conceptualized MT as a real teaching, where the complexities of normal classroom in terms of class size, scope of content and time are all reduced. Further, it focuses on specific teaching tasks, allowing increased control of practice and greatly expanding the feedback dimensions of teaching. In essence, it meant viewing MT as a scaled down version of a real teaching scenario with less time, less content, less skills being put to use and less audience. The name of the technique seems to have originated from this concept of less. MT provides an opportunity to the teachers to give a small sample of their teaching, get feedback from peers and re-practice the skills as required. The focus is on improvement of individual or a cluster of skills, which could be covered within a short span of 5-7 minutes. Allen and Ryan (1969) listed 14 teaching skills, each of which could be individually or with other skills covered within the time available. Conceptually, it was a sound model, using the power of feedback to shape behavior. Implied in this was to view teacher training with a behavioristic approach i.e. trying to develop similar set of responses in all teachers under similar conditions. The originators of MT viewed it as an opportunity for safe practice of a cluster of teaching skills to make lessons more interesting, reinforce learning and be able to open and close lectures effectively. Immediate focused feedback and encouragement with opportunity to practice the suggested changes were considered essential components of MT protocol. A perusal at this philosophy brings out certain important points. The sessions are brief; are conducted in a safe and non-threatening environment; teaching is broken into smaller skills and tackled one at a time; encouragement is provided to reinforce the good points and immediate and focused feedback is provided. The most important of these- especially considering that we are dealing with grown up adults with a varied number of years of teaching experience- seems to be the provision of a safe and non-threatening environment. While the concept spread out to a number of pre-service teacher training institutions, there were certain changes in the methodology along the way. MT became a session where teaching was to be critiqued and the trainee teacher needed to repeat the sessions till perfection! Simultaneously, large and larger checklists were developed to capture almost every aspect of teaching behavior, taking away the very basic tenet of micro. A Google search of microteaching checklists generates a number of documents, some of them with over 60-70 points to be observed within a span of 5-7 minutes. Even the smaller checklists so often used in basic medical education workshops list the entire rage of teaching behaviors from lesson planning to closure. Such checklists may be alright for a feedback on teaching but are not suitable for MT as all the listed behaviors cannot be observed within the time available. For some reasons, MT was also seen as putting the teacher under a microscope so that all faults in his/her teaching can be brought out (Ananthakrishnan, 1993). Contrasted to the safe environment and encouragement originally conceptualized by Allen et al (1969), MT came to be seen as an exercise in fault finding. Using checklists during MT sessions has its own problems. In addition to the inappropriate length and content discussed above, it is presumed that there is the way to teach, which can be quantified and that all teachers can and should acquire this way. This situation is similar to the conflict that we have about use of atomized checklists of an OSCE and global ratings of a long case. While checklists may be appropriate during initial stages of training, they generally fail to capture the total, which is more than aggregation of individual skills (Norman et al, 1991). Given the difficulty of meaningfully observing a large number of trainees on a large checklist within a short span of time, use of technology was made. The technique was modified to include use of video recording of lectures so that the trainees and instructors could later go through the tapes in a more meaningful way. The use of video recordings became so much a part of the process that in some later definitions, this used to be included. Barnett(1991) for example, defined MT as method of teacher training in which simulated teaching sessions (often videotaped) are used to develop and analyze trainees specific teaching skills and behaviors. (Emphasis added) Developed countries may have been able to make use of technology as an additional input but for most others, it only seems to have alienated the teachers further. While many pre-service training programs continued to use it, its use for in-service training does not seem to be very encouraging. Most of the times, it is a session at basic education workshop but its use as a useful teacher improvement tool remains highly underutilized. While we do not have any data to this effect, it is unlikely that a large number of participants from these workshops ever use it back home. An interesting turn to this story came, when Allen and Wang (1996) themselves felt the dissatisfaction with the methodology, writing ..its complexity overwhelmed its effectiveness as a training device and its use declined over time. This resulted in a revamp of the system of microteaching to emphasize the basic tenets viz. providing a safe environment in which recognition and feedback help the teachers to improve their teaching skills. One of the driving forces behind this change was to make MT less dependent on technology, especially for use in resource poor settings. This method was extensively used in Namibia and China. It is pertinent to mention that the new model was specifically directed towards in-service training something with which we are struggling. The major change in the new model, which incidentally has been called 21st century microteaching (we will call it MT2), was the further scaling down of the teaching environment. Large number of teachers to be trained and less availability of technology seemed to prompt these modifications. However, as we shall see later, there was also an implicit shift from behavioristic to cognitivistic philosophy by taking away the pre-decided response from teachers and allowing them to reflect on their teaching behaviors. This is line with accepted models of teachers professional development (Clarke and Hollingsworth, 2002). This methodology has been extensively tested and has become a part of Chinas nationwide strategy for in-service teacher training. A number of other countries are also using this approach. Broadly, the MT2 consists of a small group of 4-5 teachers, rotating through the roles of a teacher and students. Elaborate scoring protocols have been done away with and replaced by a simple 2+2 evaluation protocol. In effect, it means that each student will provide 2 compliments and 2 suggestions to the presenter. At the end of the session, each presenter will thus have 8 compliments and 8 suggestions, presuming that there are 5 members in the group. Contrasted to the earlier version of MT, where a supervisor was considered essential, MT2 relies on the power of peer feedback, making the environment even less threatening. Presenters also find it convenient to organize the re-teach sessions depending on their time and convenience. The benefits of such an approach go beyond simple improvements in teaching skills. In the first place, it allows the teachers to reflect on the feedback (Anson et al, 2010). Reflective teaching has been found to be an important input in making teaching better. In addition, participation in such sessions seems to improve the self-efficacy beliefs of teachers (Mergler, 2010), which are considered a crucial input in determining the application of newly acquired skills. The process of reflection is stimulated by feedback- in this context, the quality of feedback becomes an important factor. A good method to use is the Pendletons framework (Pendleton et al, 1984). In essence, this consists of asking the presenter first about what he/she did well. The observers then discuss what went well, adding their comments. The presenter is then asked what went less well and what different he/she would do next time. Finally, the observers discuss what went less well and offer suggestions for improvement. As can be seen, this approach is strength oriented, focusing on what is done well, re-enforcing it and offering suggestions for improvement. The possibility of using the suggestions is high compared to the critique oriented deficit based model. Some people however, feel that presenters pay less attention to positive points as wait more for the negative points to come. Moreover, this approach categorizes comments as positive and negative. To overcome some of the issues with providing feedback as given above, some modifications have been tried (Millard, 2000). The presenter is first invited to say how he/she found the experience and whether s/he thinks that learning outcomes were achieved. The observers then take turns to say what they learnt and how they felt. They are encouraged to use I statements and tell only their observations rather than inferences (I think you did..) or advice (I think you should..). Finally the presenter has the chance to add any more comments but without justifying or being defensive. S/he can also invite advice if required. This allows learning from what actually happened rather than from hypothetical situations or from remembered experience. Beyond these simple easy to use steps, a number of add-ons are available depending on the availability of technology, resources, personnel and institutional support. Video recording and then viewing the tapes together seems to improve the outcome of the sessions (Brent et al, 1996). Using standardized students (on the lines of standardized patients) has been another modification, especially for improving teaching of clinical skills (Gelula and Yudkowsky, 2003). Standardized students can also be used for formal evaluation of teaching skills using objective structured teaching evaluation (OSTE, on the lines of OSCE) (Morrison et al, 2002). However, even without such interventions, MT2 seems to provide good opportunity to teachers and improves its acceptability. It can be seen that MT2 has the potential of better acceptability, ease of use and provides a much safer environment for teachers to improve their teaching skills. It does not use terms like criticism or putting the teacher under microscope. Rather, it uses the power of positive re-enforcement to promote reflections, develop self- efficacy beliefs of teachers and allow them to make changes in their teaching conceptions, each of which is considered crucial to professional development of teachers. Not that the earlier model was bad or wrong- but considering that in most of basic medical education workshops, we impress upon the participants to use adult learning principles in their teaching- it is desirable that we also treat the participants as adult learners. Rather than demanding a pre-decided pattern of responses from teachers, it would be worthwhile to provide them with feedback and allow them to reflect on this. Any change brought about this way is likely to be more long lasting and convincing. Strictly speaking, MT may not be called a technology but its adoption can very well be explained by technology adoption model (Davis, 1989). The likelihood of adoption of an innovation depends on two crucial factors viz. perceived usefulness (which has been built during the workshop sessions) and perceived ease of use (which relates to the ease of having a session back home). If participants do not find the innovation easy to use ( e.g. they have to get the Dean/ MEU coordinator, get photocopies of long documents, make a video recording etc.), then it is unlikely that it will be put into practice. MT can be compared to a situation where before going for a party in a new outfit, you ask your friend how am I looking and s/he tells you that the suit is perfect but the tie is looking a bit odd so why not change it with a different color. With this kind of interaction, you are likely to use this technique in future as well. However, if your friend takes out a checklist and starts criticizing your poor dress sense, then it is unlikely that you will ever ask it again.

The Health Risks of Smoking Essay -- Cigarette Smoking Health Nicotine

The Health Risks of Smoking Every year nearly one in every five US deaths are related to cigarette smoking, that means that every year 440,000 people alone die from cigarettes. Deaths caused by alcohol, car accidents, suicide, AIDS, homicide, and illegal drugs combined are actually less than the number of deaths caused by cigarette smoking. Being the grandchild of a grandpa who died of lung cancer from smoking, I know and understand what cigarette smoking can do. Tobacco smoke is a mixture of gases and of small particles made up of water, tar, and nicotine. The tar is a mixture of thousands of toxic chemicals, many of which are known to cause cancer. Many of the gases in tobacco smoke are harmful to the human body. These include carbon monoxide, nitrogen oxides, hydrogen cyanide, ammonia, and other toxic irritants such as acrolein and formaldehyde. Due to the high temperatures of over 1400 degrees F, the burning end of a cigarette is like a miniature chemical factory. Aside from the tar in cigarettes there is also another very potent and harmful carcinogen called Nicotine. Nicotine causes addiction to cigarettes that is similar to the addiction produced by using heroin and cocaine. Almost 80 percent of people who try smoking become addicted and only 1 in 5 smokers who try to quit succeed on the first try. A person can become addicted to nicotine in the first few weeks of trying it. Most people are unaware that nicotine is a psychoactive drug. A psychoactive drug is... The Health Risks of Smoking Essay -- Cigarette Smoking Health Nicotine The Health Risks of Smoking Every year nearly one in every five US deaths are related to cigarette smoking, that means that every year 440,000 people alone die from cigarettes. Deaths caused by alcohol, car accidents, suicide, AIDS, homicide, and illegal drugs combined are actually less than the number of deaths caused by cigarette smoking. Being the grandchild of a grandpa who died of lung cancer from smoking, I know and understand what cigarette smoking can do. Tobacco smoke is a mixture of gases and of small particles made up of water, tar, and nicotine. The tar is a mixture of thousands of toxic chemicals, many of which are known to cause cancer. Many of the gases in tobacco smoke are harmful to the human body. These include carbon monoxide, nitrogen oxides, hydrogen cyanide, ammonia, and other toxic irritants such as acrolein and formaldehyde. Due to the high temperatures of over 1400 degrees F, the burning end of a cigarette is like a miniature chemical factory. Aside from the tar in cigarettes there is also another very potent and harmful carcinogen called Nicotine. Nicotine causes addiction to cigarettes that is similar to the addiction produced by using heroin and cocaine. Almost 80 percent of people who try smoking become addicted and only 1 in 5 smokers who try to quit succeed on the first try. A person can become addicted to nicotine in the first few weeks of trying it. Most people are unaware that nicotine is a psychoactive drug. A psychoactive drug is...

Processes involved in the human kidney Essay

-Blood enters each kidney via renal artery and leaves each kidney via renal vein -Urine exists the kidney through a duct called the ureter and the uruters of both kidneys drain into a common urinary bladder -Kidney consists of outer renal cortex and inner renal medulla -Nephron is functional unit of vertebrate kidney -Consists of single long tubule and ball of capillaries called the glomerulus -Bowman’s capsule surrounds the glomerulus -Kidney regulates the composition of the blood and produce urine -Filtration occurs as blood pressure forces water, urea, salts, and other small solutes from the blood in the glomerulus into the Bowman’s capsule -Nonselective -Filtrate goes into proximal tube, loop of Henle (a hairpin turn with a descending limb and ascending limb) and the distal tubule -Kidney consists of cortical nephrons and juxtamedullary nephrons (only in mammals and birds) -Most of filtrate is reabsorbed back into blood; the kidneys take out about 1% -Proximal and distal tubules are the most common sites of secretion -Very selective process with both passive and active transport of solutes -Proximal, distal tubules, and loop of Henle contribute to Reabsorption -Collecting duct also helps in Reabsorption -Mammalian’s kidney’s ability to conserve water is considered an important adaptation -Antidieretic hormone is important in osmoregulation -Made in hypothalamus and released when osmolarity in blood rises above certain point -ADH acts on the distal tubules and collecting ducts by increasing their permeability to water -Causes more water Reabsorption -Is turned off through negative feedback -Juxtaglomerulur apparatus located in the vicinity of the afferent arteriole, which supplies blood to the glomerulus -When blood pressure or blood volume in the afferent arteriole drops, the enzyme rennin causes chemical reactions that create a peptide called angiotensin II -Angiotensin II increases blood pressure and blood volume by constricting arterioles and decreasing blood flow to many capillaries like the kidney -Causes more salt and water reabsorption to increase blood volume -Causes release of aldosterone, which also acts on nephron’s distal tubules and helps, reabsorb more sodium and water -Negative feedback turns rennin production off -Called the rennin-angiotensin-aldosterone system -Atrial natriuretic factor opposes RAAS -Released by the heart in response to an increase in blood volume and pressure -Inhibits the release of rennin -Inhibits NaCl reabsorption and reduces aldosterone release from adren

Colonists and Americans essays

Colonists and Americans essays From the end of the French and Indian War, there was a sense of unity brewing among the colonies. The colonies had to unite in order to overcome a common foe as expressed in the Albany Plan of Union that called a combined effort of defense throughout the colonies. However, even after the French and Indian War the colonies united once again to face an opponent that could not physically be shot down (A). The tremendous hole that was left in the pocketbooks of Britains be treasury because of the French and Indian wars as well as previous wars caused a change in the economic policy for the colonies in the form of taxing and the enforcement of pre-existing laws. The collective taxing once again pitted the colonists against a common enemy. By the eve of the Revolution, the colonies knew what they were doing, and had defined their identity as no longer British or Englishmen but as Americans. Even by 1750, the colonists were already a distinct breed of people. Most were of mixed European background. Whether the colonists defined themselves as Americans at this point does not matter. They were a separate type of people who could be found in no other country (H). Yet, this alone would not be strong enough to define them as Americans just yet. The French and Indian War, though, was a major point in colonial unity. After the French and Indian War, colonists began to think of themselves as Americans rather than British or English. The heavy debt caused by the French and Indian War and other wars left the British only one option: to tax the colonies. To defeat this, the colonies had to unite. For one colony or one town acting alone would have little or no effect and would result only in defeat and even harsher regulations. After the Stamp act was defeated, the colonies fully realized that their only chance of withstanding British attempts to tax them was to come together. ...

Free Essays on Art & Censorship

Art has been around as long as imagination. There has been much controversy over art; some controversy has come up with artist such as Sally Mann and Andres Serrano’s. The public, along with legislators, cannot agree on what art is, what kind of art should be funded, and what art should be censored (if at all). The problem is that one person’s opinions cannot decided on what art is and if it should be censored. If art should ever be censored for any reason, it should be only to those not old enough to appreciate the true meaning and beauty of art. The first question is†¦what is art? No one person can ever really define art within a set of guidelines. Art is whatever you want it to be, it is an expression, one person’s opinions, art has been around since imagination, it is the story of a culture. According to the National Endowment for the Arts, â€Å"art, in all its forms, feeds and nurtures the soul of a society; provokes thought and debate; causes critical thinking; and fosters understanding of things foreign to our own immediate world. In the end, arts plays a primary role in encouraging healthy tolerance of the diversity in any culture.†# Therefore, one person, or even a group of people cannot really decided what can be considered art. Art has been around for a very long time and the issue with censorship has always been at hand. Public art has been controversial even before the Amendments were written up and before the National Endowment for the Arts were even established. The form and content of art is controversial because it attracts a storm of attention, passion, and controversy that raises this issue of censorship. The public is sensitive to topics such as nudity and viewing things that are not morally right and this is what causes so much controversy. Photographs can cause a great deal of controversy because of the... Free Essays on Art & Censorship Free Essays on Art & Censorship Art has been around as long as imagination. There has been much controversy over art; some controversy has come up with artist such as Sally Mann and Andres Serrano’s. The public, along with legislators, cannot agree on what art is, what kind of art should be funded, and what art should be censored (if at all). The problem is that one person’s opinions cannot decided on what art is and if it should be censored. If art should ever be censored for any reason, it should be only to those not old enough to appreciate the true meaning and beauty of art. The first question is†¦what is art? No one person can ever really define art within a set of guidelines. Art is whatever you want it to be, it is an expression, one person’s opinions, art has been around since imagination, it is the story of a culture. According to the National Endowment for the Arts, â€Å"art, in all its forms, feeds and nurtures the soul of a society; provokes thought and debate; causes critical thinking; and fosters understanding of things foreign to our own immediate world. In the end, arts plays a primary role in encouraging healthy tolerance of the diversity in any culture.†# Therefore, one person, or even a group of people cannot really decided what can be considered art. Art has been around for a very long time and the issue with censorship has always been at hand. Public art has been controversial even before the Amendments were written up and before the National Endowment for the Arts were even established. The form and content of art is controversial because it attracts a storm of attention, passion, and controversy that raises this issue of censorship. The public is sensitive to topics such as nudity and viewing things that are not morally right and this is what causes so much controversy. Photographs can cause a great deal of controversy because of the...

Proposal Assignment Example | Topics and Well Written Essays - 250 words - 2

Proposal - Assignment Example IT has changed the outlook on music genres such as pop as artists can use different interesting sounds to compose their music. The industry has also created jobs for music producers and sound engineers due to the use of IT (Wiechmann 7-9). Websites create easy access to music from artists all over the world. The artists use the websites to interact with the consumers. Websites also impact the industry by allowing the community to download music from the site either at a fee or free. Two decades ago, one would have to visit and purchase a CD of newly released music from a well music store. With the advent of IT, people can now access the music by downloading it from various websites. People access the music in their PC’s and phones which contributes to the growth of the industry. Examples of such websites include mp3 skull, Myspace and YouTube (Wiechmann 8-9). Using technology, it has created a simple and democratic platform for sharing music. Due to its popularity, it has embraced almost everyone including 50 cent and Madonna. More than 10 million people use the company services due to its massive online presence. SoundCloud labs are creating more than 10000 applications for music production and consumer’s use (Viet

Storyteller Essay Example | Topics and Well Written Essays - 1500 words

Storyteller - Essay Example But he fails to specify the location of the story which is rather important for the children in understanding the culture and the story itself. This gives the audience something concrete to think about, which makes them more involved mentally. When crafting a story, use people, places, and things the children knows. His vocabulary is exceptional and his pauses very much suit the children's speed of understanding. He also entertains and amuses children with his mimicking and gestures. Dialogues make use of different voices for different characters and he shifts his facing (or posture) as the dialog switches from character to character (smaller pot to bigger one). But sometimes his mimic and gesture go out of hand and looks hard. Keep gestures simple and natural. Gestures should add to the story, not detract from it. Be careful in being overly dramatic and trying to change the voice in a too dramatic way. This may actually be distracting. Also, it is extremely difficult to maintain this. The character may end up speaking with the wrong voice. The gesture should feel "right" at the spot where you are using it. The story is important and avoid showy movements which detract from the story. The audience has a very important role in storytelling - for their minds are the canvas on which the teller paints his tale. Here Vernon understands children's mind very well and chose a story which fits them well. He also looked to that the story gives the message everyone has their own purpose. This serves to teach the younger minds of the moral values. Mike Lockett - Anansi and the Snake Mike is also very much professional in creating the interest by his maneuvers. But he looks pretty hurried up in narrating the story. He starts the story in full swing and ends it the same way. He doesn't give his audience time to settle down to his narration speed. Storytelling is best done in a relaxed atmosphere. The audience ought to be comfortable and close. But he has this tool of driving the attention of the audience through his mimics. Here is mimicking of the snake and Ananci drew the attention. Many factors affect the attention of your listeners. A storyteller always needs to be sensitive to his audience and may need to regain their attention before continuing. He also uses his voice to create the atmosphere or tension as the story progresses. He also adds some selected phrases to provide the regional color. Watch that the attempts at dialect are not interpreted as making fun of someone's "accent." He made investigation of classic editions of works, the dialects used and the culture of the source country. To retain the original flavor and vigor, he has learnt the characteristic phrases which recur throughout the story. He also doesn't hesitate to use the dialects of the original story so as to create a feel for the source culture among the audience. He modulates his voice to help establish the mood. Sometimes lowering the voice is more effective in establishing suspense than raising it. Further he introduces classic tales which all well-informed people should know. Mike Miller -Benny the Frog Probably mike comes first to me in narrating the

Leadership - Self Analysis Coursework Example | Topics and Well Written Essays - 1000 words

Leadership - Self Analysis - Coursework Example Leading aims at bringing change in an organization. It also involves giving inspiration to people. In leadership there is a lot of motivation that is carried out. In any job, there comes a time when one feels like giving up, the drive to work is not there. At such moments employees need to be motivated to work. What is important to know is that my motivation within the leadership premise should stem from what the results are and what kind of challenges I need to face over a period of time. This would mean that I remain in line with achieving these results through the challenges that I have to face every now and then. Leadership is dependent a great deal on how different situations are handled and what kind of authority the people enjoy when they are assumed as leaders. This would mean that they have to undertake difficult and easy assignments both with a sense of doing something right for not only their own selves but also the organizational under contexts. Leadership is an important entity in this day and age because it extracts the best possible mileage out of the related equations and gives the people what they direly require in terms of management, control and power that are exercised by the leader. I opine that these characteristics of leadership find out the exact basis of strengths that remain hidden within a person and thus derive where he is making the best use of the same and where he is lacking on the same front. Leadership always derives its basis from doing things when they matter the most and performing them in a regular manner so as to achieve sound results consistently. I would like to be a leader who could respond to others to provide them with direct answers and replies, and then stick to the subject under consideration. I would also like to stress on logic and provide emphasis on the related point under discussion. This would allow freedom for achieving personal milestones and goals (Zaleznik, 1989). However, what I appreciate about leadershi p is that it gives one the freedom to explore the nuances of business and handling people, and in telling the leader where and how he can move about to achieve solid results and goals at the end of the day. The aspect of learning cannot be denied its due role within the understanding of leadership. If the leaders stop gaining insights, it would be difficult for them to pace ahead with the changing times, and it would make their lives very difficult. As far as the concentration is on leadership, I believe at different stages of one’s career, an individual has to exhibit certain set of skills and qualities, which make him stand out like nobody else. He has to portray the best of his character and bring out what is not present in the rest of the populace. He has to lead by example, a thing which people of present times usually lack and which is not that easily found in our society. Similarly, at the top level, it is very significant to have a clear mind whereby the person can th ink way beyond his understanding as well as ask of his subordinates to carry out his instructions with accuracy and wisdom. Needless to say, a leader at a senior position has to understand that he/she is the ultimate boss and without his proper vision and goals, there can be no other person to fill the void which would be created if his thinking and mindset are just not prompt and in the right place. A leader is a person who aims to bring out his best in relationships with the people around him as he constantly asks of

Narrative (fiction) texts Essay Example for Free

Narrative (fiction) texts Essay Children should be able to distinguish narrative texts from expository ones. For a child to be familiar with each type of text means to possess sound communicational, analytical, reading, and writing skills. DQ 14 It is critical that children are able to distinguish expository texts from narrative works of writing. Generally, there are several features which make narrative and expository texts different from each other. Narrative (fiction) texts are filled with numerous sensory details. Personal experience is not a rare subject of fiction stories. Fiction literary works are usually told from a first person’s view. In many instances, the author of a fiction story will refer to personal interpretation of events and phenomena by using â€Å"I† or â€Å"we† pronouns. Expository (non-fiction) texts are primarily aimed at informing, explaining, or persuading the reader. Expository texts are not colored with emotions, being written from a non-personal (often neutrally objective) viewpoint, and carrying no sensory details. Expository texts are never written in the first person (Vacca, 1999). Children should be able to differentiate expository texts from narrative literary works. Children need these skills to read and interpret texts, to be able to search and analyze the required information, to choose a correct writing style according to the specific writing needs and circumstances (Vacca, 1999). The process of education requires using either expository or narrative information as the source of knowledge on various curriculum subjects. To understand the meaning of a word, to communicate with audiences, to acquire new information, and to use this information to achieve personal goals, children need to possess sound knowledge on what a fiction, and what a non-fiction text is. The five examples of fiction books: Louis Ehlert’s Red Leaf, Yellow Leaf; Mary Hoffman’s Amazing Grace; Jerry Stanley’s Children on the Dust Bowl; Harriette Gillem Robinet’s Children of the Fire; Marya Dasef’s Tales of a Texas Boy. The five examples of non-fiction books: DK Publishing’s Children’s History of the 20th century; Delia Ray’s A Nation Torn: The Story of How the Civil War Began; Anne Millard’s Pyramids; Aliki’s Communication; Russell Freedman’s Children of the Wild West. References Vacca, R. T. (1999). Content area reading: Literacy and learning across the curriculum. New York: Longman.

Spanish Cinema During The Dictatorship

Spanish Cinema During The Dictatorship Spanish cinema was highly affected by the effects of the civil war; private investment in the production of commercial films fell drastically. The country was divided in two areas which were facing the effects of having military forces. This situation was reflected specially in the movie industry because at the time no-one wanted to invest in any new projects. Nevertheless, movie theatres in the whole country were doing extremely well all through the war; they were screening local productions as for example, Florià ¡n Reys clichà ©d Morena Clara (1936) and also, they were importing popular American productions. The Republican, who had the control over the principal centres of urban movie-making, gave authorization for the production of more than 200 films during the conflict. However, at the beginning of 1938 it started to be perceived that the Republican government was going to be defeated and therefore several members of the film industry started to organize their departure; most of them were Republican supporters. The directors Luis Alcoriza, Luis Buà ±uel, Carlos Velo, etc; also many actors as for example, Josà © Luis Baviera, Margarita Xirgu, Ana Marà ­a Custodio, Alberto Closes, Rosita Dà ­az Gimeno, Carmen Amaya; accompanied by a huge group of technicians such as the editor Josà © Caà ±izares, the camera operator Josà © Marà ­a Beltrà ¡n and the majority of the team members who were in charge of Andrà © Malrauxs Lespoir: Sierra de Teruel, migrated from Spain to countries such as: France, Argentina and Mexico. These were countries in which Spanish speakers had the opportunity to continue their work in the film industry. The director Buà ±uel was the perfect example of someone that was able to adapt to a life forced out of Spain. After he was exiled in 1946 he decided to go to Mexico and in 1949 became a Mexican citizen. However a large list of film makers who had started their careers under the Republicans and were sympathizers of the democratic government stayed at Francos side for example, Juan de Orduà ±a, Antonio del Amo, Benito Perojo, Florià ¡n Rey, Edgar Neville, Eduardo Garcà ­a Maroto, Rafael Gil, etc. The civil war finally ended on April 1939; afterwards Spain assumed a military dictatorship with General Franco in command. Obviously, the new management of the Spanish cinema industry during the dictatorship had a very negative repercussion on the film industry and could only lead to the best opportunity for those who were in the power to commit several crimes such as fraud, patronage, use of favours etc. It is important to highlight the fact that in 1940 three main official regulations were established and then submitted leading to the Spanish film industry to suffer the side effects of these intransigent regulations for many years. These regulations were: Compulsory dubbing Official state newsreel Film censorship Spanish Cinema during the dictatorship: Film Censorship Film censorship had been presented to Spain when the country was still facing the civil war in 1938; then in 1939 during the dictatorship of Franco it was stipulated all through the nation. During this period all film scripts had to endure a pre-censorship, shooting scripts had to be approved and Spanish films were required to have an exhibition licence, changes to image and sound tracks, cuts in completed movies were as well imposed and there was authorization of dubbing and subtitling. Film censorship was characterised for its inefficiency, for not being consistent when making decisions, and also for being arbitrary in its choices. Nevertheless it is difficult to establish if censorship caused the same impact on Spanish cinema as compulsory dubbing. Compulsory dubbing into Spanish and the taxation of all films that were imported from foreign countries were introduced by the industry and commerce ministry in April 1941. These two measures are normally seen as a consequence of Axis satisfactory results during the Second World War. However it seems to have more connection with Francos constant attempts to Hispanicize Spanish culture. At this time over 50% of the public couldnt read or write and most of Spain only spoke Spanish and didnt speak any other language and therefore Spanish film viewers soon got used to watching foreign films in dubbed Spanish. The film industry quickly realised that they could produce more profit from dubbed films than from using subtitles in films; as a result it was easier for censors to manipulate soundtracks and images. Nevertheless, compulsory dubbing drastically affected the country; economically and industrially. It caused a great damage to Spanish film productions; the main reason was that Foreign and Spanish films were in a position of equal accessibility to Spanish audiences and thus distributors and exhibitors abandoned essential elements in the effort to defeat international competition. Furthermore, the importation of international productions for distribution and even for exhibition was determined by the concession of import licences to national film producers. These licenses were given by official organisations to national film makers depending on the ideology of their productions. It was typical that the producers who supported Francos regime who behaved in a moderate and morally acceptable way would obtain three or five import permits. However, there were some films for example; El davo (1944) directed by Rafael Gil and El escà ¡ndalo (1943) directed by Josà © Luis Sà ¡enz de Heredia that won fifteen licences. Then these were sold for a lot of money, normally through the illicit black market, mainly to distributors from America who were based in Spain. The Spanish audience seemed to prefer foreign productions and therefore producers became very rich from selling import permits. This was also true for the distributers and exhibitors who also became very wealthy from screening foreign movies. As a consequence of this, for about ten years, the Spanish film industry was only used as a simply way of making very good profits from selling import licences. Spanish industry started suffering the consequences of a new law: compulsory official newsreels commonly recognised as NODO which was presented in December 1942 and had to be screened in all cinemas in Spain. This was basically political publication; propaganda used by the regime that had as its main purpose to influence Spanish people by the use of inaccurate information. NO-DO which is the acronym for Noticieros y Documentales Cinematograficos was used instead of the Italian and the German newsreels in cinemas in Spain and was compulsory until 1976. Unluckily, the mandatory introduction of NO-DO newsreels in Spain efficiently excluded a large number of younger national film-makers from presenting their work to the public such as, animation, documentaries or shorts and this certainly discouraged others to study in these areas. To lessen the gravity of the disastrous effects of the NO-DO policy, the regime presented a list of new protectionist measures that benefited the Spanish film industry. The following are some of these measures: Revised classification schemes, screen quotas (initially one week of Spanish film for every six of a foreign film). Official loans with which to finance up to 40 per cent of a film budget. Official prize of 400.000 pesetas. National interest awards for deserving films. Until about 1945, the regime of General Franco had its favourite film genres, especially one called cine de cruzada or films inspired by war, which also commemorated the Franco regimes victories in the civil war, disapproved the defeated Republican and celebrated the power of the armed forces, the religious, and colonialist values of the new people who ruled the country by that time. These films included: Escuadrilla (1941), Boda en el infierno (1942) and Los à ºltimos de Filipinas (1945), all directed by Antonio Romà ¡n.  ¡Harka! (1941) directed by Carlos Arà ©valo, El crucero Baleares (1941) directed by Enrique del campo and Juan de Orduà ±as  ¡A mà ­ legià ³n! (1942). There was especially one film called Raza (The Race) (1942) directed by Josà © Luis Sà ¡enz de Heredia which was without doubt one of the more significant films for the genre. Towards the end of 1940 and As the nation came to terms with the dramatic repercussions of the bloody civil war that had just ended, and while the rest of Europe engaged in its own devastating conflict, Franco found the time to write a brief novella entitled Raza. Published under the pseudonym Jaime de Andrade, Raza was structured like a screenplay and clearly intended to be made into a film; a semi autobiographical film, reflecting aspects of Francos real life. In 1945 with the foreseen defeat of the Axis, the descent in influence of Falange (Political organisation) and the ideology adopted by Franco of National Catholicism, the principles of the cine de cruzada was transformed into different nationalist genres. These also contained the period drama, the folkloric comedy, the historical movie, and the religious film. Comedies seemed to be preferred by the box office, the reason being this genre of film was the most popular and therefore the most profitable; especially films directed by Edgar Neville, Rafael Gil and Josà © Luis Sà ¡enz de Heredia who produced many clichà ©d, bullfighting films and folkloric musicals. These types of films were characterised for their poor quality and being cheerful in nature and having low production values. However, these films were produced for easy viewing; also, audience had the opportunity to participate. These were vehicles which were created around the best singers of that time, for example, Juanita Reina, Carmen Sevilla, Lola Florez, Paquita Rico, Currito de la Cruz, and Conchita Piquer as in Florià ¡n Rey La Dolores (1940). Yet in a time in which international isolation and repression for its fascist supporters was very common, the regime encouraged film producers to use the great national symbols of old and resist using anti-Spanish symbols in a serie s of bulky over produced biopics, commemorating distinguished Catholic heroines as in Juan de Orduà ±a Locura de Amor (Love Crazy) (1950) and La Leona de Castilla (The Lioness of Castille) (1951), and Reina Santa (1947) a film about a virtuous Spanish princess who becomes the Queen of Portugal directed by Rafael Gil. Along with these theatrical and historical films, we also see a strong Catholicism and missionary colonialism theme running through the cinema at this time, such as Misià ³n blanca (1946) directed by Juan de Orduà ±a, and then there were the prototypes for the sentimental, religious dramas of the early 1950s with films like Balarrasa (Reckless) (1951), A mans harrowing experience in war which turns him to God for salvation and he becomes a Priest) directed by Josà © Antonio Nieves Conde. It is worth mentioning that the same Falangist director, Josà © Antonio Nieves Conde, directed Surcos (Furrows) (1951), dealing with the fatal repercussions of leaving the old country and implications of migrating to the city. This film seemed to symbolise the realist cinema which was more relative to daily life in Spain and to the Spanish people, issues of lower orders, and presenting social problems that were entirely absent from Spanish cinema screens. Surcos was also the cause of strong disagreements between Falangism and conventional Catholicism because in 1951 Josà © Marà ­a Garcà ­a Escudero who was the General Director of Cinema at the time, denied to give the national interest award to Juan de Orduà ±as Alba de America (Dawn of America) (1951) as he preferred Surcos instead. As a consequence of this, Escudero had to leave his position as General Director of Cinema and Orduà ±as historical epic was awarded instead. This was an indication of the regime position towards f ilm makers who had the courage to defy the regime baring the less appealing, problematic side of social issues in Francos dictatorship. Realism had gradually returned into Spain through the weird example of Italian neo-realism and soviet cinema at the end the 1940s, it had sneaked into university film programmes. These types of films found great acceptance among some disillusioned Falangist film makers in the new, official film school, which was created by the regime and founded in 1947. Originally, the regime permitted the establishment of the Instituto de Investigaciones y experiencias cinematogrà ¡ficas (Institute for Film Research and Experiment) by means of forcing control on professional access to the film industry. In 1962 its name was changed to Escuela Oficial de Cine (Official Film School) and represented its programme on the curriculum for the Italian Centro Sperimentale in Rome. The IIEC was known for its lack of good teaching standards, and poor resources. However, the IIEC acquired 109 students just in the first year of its foundation; many of these pupils played important roles in the film industry movements in the 1950s and events which were organized to manifest cultural and also political opposition to Francos regime. Spanish Cinema during the dictatorship: Neo-Realism (1952-1961) Neo-Realist ideology started to be more obvious throughout the film industry in Spain almost immediately, not only in films by the young upcoming directors but also in those by followers of Franco such as Josà © Antonio Nieves Conde, who with his controversial film Surcos, let Spaniards see some of the unpleasant aspects of urban life. Luis Garcà ­a Berlanga and Juan Antonio Bardem were two disillusioned Falangists who studied at IIEC, they both were very important individuals in the attempt to renew Spanish cinema. These two men worked together with their own production company called UNINCI and in 1951 made Esa Pareja Feliz (That Happy Couple) (1953). The story was based on dreams of the working class about the improvement of the economy with parodies of CIFESAs (Compaà ±Ãƒ ­a Industrial Film Espaà ±ol S.A.) epic cinema and also the escapism of romantic comedies from Hollywood. Berlanga and Bardem proceeded with the same satirical style in the respected Spanish parody Bienvenido Mister Marshall (Welcome Mr. Marshall!) (1953).This production had a very critical edge and for that reason it obtained a very positive international recognition. Nevertheless, it was publicly and officially disapproved in Spain. Although the critics of his movies were softened by the parody and comic tone, Berlanga frequently had cens orship and poor distribution issues. Juan Antonio Bardem was part of the illegal Communist Party and also one of the organizers of the Salamanca Film Conference in 1955. His career in the film industry in the 50s and 60s was interrupted with periods of imprisonment due to his political actions against the regime. Among his works were Cà ³micos (Actors) (1953) and Muerte de un ciclista (Death of a Cyclist) (1955) in which Bardem emphasises in a critical perception of the bourgeoisie in Spain and showed some short images of people living in extreme poverty in Spain, this film gave Bardem substantial international recognition (Winner of the 1955 FIPRESCI Prize at the Cannes Film Festival). The introduction of new ideas from international lands caused great fervour and strong feelings of change among filmmakers and the general public alike. Public discussions were due for the first time in Spains old University City Salamanca lead by Basilio Martà ­n Patino and sponsored by the Universities film club, the first National cinematographic conversations called the attention of professionals in the Spanish film industry, scholars, critics and writers who were there to represent a vast range of ideologies, these conversations took place between 14th and 19th of May in 1955. There was an opened document declaring the meeting which was signed by directors such as Bardem, Patino, Muà ±oz Suay, etc; these recognised personalities of the film industry along with many others discussing a number of topics, for example the censorship criteria, film distribution, and protection quotas. They also mentioned that it was crucial to include a member of the film industry in the censorship team and wanted that point to be considered. The discussions in Salamanca caused a minimum reaction for which many of their supporters thought the talks had been a failure. The fascist government opposition said the talks were an opportunity given to the regime by a bourgeois organization to sharpen its manipulation by the use of censorship criteria. Conservatives said the talks were proof that communist were infiltrating; some other people said that the discussions were clear evidence that the film industry in Spain was in its infancy, but for others of its history and maturity. Nevertheless it is important to say that the talks had helped the awareness of Spanish cinema on a national level and due to some insecurity in the government eleven months after the Salamancan talks the general director of film and theatre was substituted by Josà © Muà ±oz Fontà ¡n (Whose career would later be destroyed by Buà ±uels controversial Viridiana (1961)). The most obvious evidence of official reactions was that the film industry was in c omplete silence following the talks and the Franco Government quietly turned its back. Although censorship had caused an artistic void in Spain, the new emerging and inspiring ideas being introduced into Spain had created new blood with young home grown directors such as pioneers Luis Garcia Berlanga and Juan Antonio Bardem (Who both helped to create la està ©tica franquista, a film style which ironically defined Spanish film during Francos reign). Spanish Cinema during the dictatorship: New Spanish Cinema (1962-1968) Spain made its first attempt to be part of the European common market in 1962; the country wanted to prove that Spain was not the fascist, retrograde it used to be; Spain was going through a new phase of liberalization. The moderate Garcà ­a Escudero who was dismissed 10 years before for supporting the film Surcos was brought back to accompany the director of cinematographic and theatre position. Garcia participated in the discussions in Salamanca and was aware of the disappointment and frustrations of those people who were attempting to make films during the dictatorship of General Franco and therefore when the repression caused by the use of censorship temporally down the pressure on the film industry in 1962, Josà © Marà ­a Garcà ­a Escuderos started to revise the points discussed in Salamanca which after seven years had not been even considered. One of the hardest aims for Garcà ­a Escudero to achieve was to update the censorship system. In this attempt he was attacked by constant criticism, especially by members of the church and the right wing who accused him of being a repulsive freak of a promoter. Forth revised codes were stipulated in 1963, which were strongly attacked with the only purpose of bringing back many of the strictly controlled measures. Although several of the new film makers were clearly part of the opposition, the dictatorship found the way to silence their voices. Josà © Garcà ­a Escudero did not find enough political support to cause any serious alteration to the censorship system; however, in 1962 he managed to create a new category for special interest films. This category was very significant for new professional film makers from The Escuela Oficial de Cinematografà ­a (EOC), to work in a film industry in which they had never been allowed to be involved in unless they were only apprentices. As a consequence of the special interest category a new genre in the film industry appeared. This new genre was films that showed the problems of Spain, especially with criticism towards the social situation of the country, for the first time realistic narratives of Spain were screened in cinemas along the country. This type of cinema was called by critic Juan Francisco de Lasa as New Spanish Cinema. The new cinema in Spain was known for its use of metaphor showing social criticism which was prominent in the 1950s especially by directors Luis Garcà ­a Berlanga and Juan Antonio Bardem who were well respected at the time and classed as the best of their era and genre. Nevertheless new directors focused more on the 1890s literary generation. Spanish writers like the likes of Antonio Machado, Miguel de Unamuno and Pà ­o Baroja were attempting to find answers to national issues in its literary, historical and also geographical past, the new directors in the 1960s were more interested in analyzing and criticizing social traditions in Spain in an attempt to form an image of Spain in which the country is seen for what it really is, instead of for what it was in the past or people thought it would be in the future. Despite the special category which allowed new Spanish productions to work as films of special interest, young Spanish film makers were still being attacked by censorship, as seen in Miguel Picazos La tia Tula (1964), that had a cut of over four minutes and then there was the confiscation of certain scenes from Carlos Sauras Llanto por un bandido (1964) which were eventually destroyed by the censors. Manuel Summers Juguetes rotos (1964) recalls the heroics of a boxer, a bullfighter, and a soccer player, showing the contrast between the opportunities of youth and the loneliness of advancing age still had its problems with the censors with the director receiving a long list of prohibited shots, including the following. A child begging A group of girls in bikinis Dialogue saying Cualquier Espaà ±ol puede ser torero (Any Spaniard can be a bullfighter) These frequent restrictions caused an enormous frustration among many promising film makers. When the regime realised that the new Spanish cinema was being used in opposition, the government designed a system which allowed control over film distribution, making sure that these films were seen only by a chosen few; new Spanish films were screened exclusively in a system of art theatres for a very small educated audience. The arte y ensayo system started in January 1967 with the following restrictions: 380 theatres Only in urban areas (cities of over 500,000 inhabitants) Cannot seat more than 500 (By law) The distributors at first thought it was great to be able to offer films shown for the first time in Spain but because the audiences were small, exhibitors advertised promising them fruto prohibido (films prohibited or censored elsewhere). While this was correct, most of the public had misinterpreted it and would come looking for lewd material. Most previously censored films were not necessarily sexually explicit, censored more for political or social reasons such as Jean-Godards A bout de soufflà © (1960), Luis Buà ±uels Exterminating Angel (1962) and Ingmar Bergmans Persona (1966). The public became totally disillusioned and because of the years of censorship was completely unprepared for the new developments in films. By 1972 the art theatre ceased because it proved to an unsuccessful experiment. The special theatres were created not so much for the benefit of the Spanish film industry but so that foreign tourists in Spain could see movies in their native language. The New Spani sh Cinema was being exhibited mostly in the art theatres but after a mere five years, Spains New Cinema did not have an audience in its own country and they were all abolished. The whole movement had attracted nothing but problems from the start due to the total lack of film culture in Spain. Directors of New Spanish Cinema created films which felt out of date to the foreign audiences. Basilio Martà ­n Patinos Nueve cartes a Berta (1966) was entered into Cannes by Josà © Marà ­a Garcà ­a Escudero but straight away rejected; Patinos honest and naive film felt dated to an international audience with their advanced understanding of cinema. To be fair to Garcà ­a Escudero he had accomplished a lot between 1962 and 1966, over forty new directors had made their first film. This wasnt enough for him to keep his position of director general of Cinematografia y Teatro, and he was dismissed for the second time in his career. There were two reasons given, the first was economic; the secon d was for The Primeras Jornadas Internacionales de Escuelas de Cinematografà ­a (First International Film Schools Discussions) and his lack of control over a new and important presence in the Spanish film world, a group of students and young directors who were presided over by the respected film critic Ramà ³n Gubern and in part by director Joaquim Jordà   who is quoted saying: Today is impossible to speak freely of reality in Spain, so we are trying to describe its imaginary life* This group organized the only public discussion of film in Spain for the last twelve years. These discussions were held between 1st and 6th of October 1967 in the Catalan beach town of Sitges. Attended by students, critics and young filmmakers, the Sitges conference provided a unique space for anti-Franco protesters, revolutionaries and supporters of experimental film. The Catalonian film director, Jordà   presented a manifesto for the Barcelona School that became widely known as the Sitges Manifesto. This manifesto provided a clear focus for debates on questions of film principles and political ideals, as well as new ideas for production and exhibition of work outside Francos restrictive regime. Jordà  s drafted the manifesto with a Marxist tone and could not be further from the New Spanish Cinema if it tried, with demands to end all censorship and state subsidies of any kind. Furthermore it called for the replacement of the Sindicato Nacional de Espectà ¡culo (State Entertainmen t Union) which would be able to supervise the production, distribution and exhibition of film. The Sitges manifesto rejected any possibility of working with the system and would only agree to a film industry totally independent of the state. By the time the Franco regime noticed what was going on in Sitges the conference was coming to a close. Nevertheless police interrupted the end of the event and arrested participants. Jordà   sought refuge in Rome and classes were briefly suspended at the National Film School. Garcà ­a Escudero was finally dismissed in November 1967. After the regimes reaction to the conference in Sitges, the Spanish film directors union (Agrupacià ³n Sindical de Directores-Realizadores Espaà ±oles de Cinematografà ­a (ASDREC)) was planning to continue the debates at their own convention, scheduled on the 23rd of November in 1969. A group of professional directors proposed that they carry out a study of the main problems of Spanish film and publish the find ings. Some of these findings, including eliminating film censorship, had been taken from Sitges. Officially the ASDREC convention was prohibited due to its controversial tone, but this didnt stop them. After many preliminary talks between directors discussing the topics most relevant to the industry, the main meeting was eventually held in March 1970. * Higginbotham, V. (1988). Spanish Film Under Franco. Texas: University of Texas Press. p66 Spanish Cinema during the dictatorship: The decade of Francos death (1969-1975) With the demise of Garcà ­a Escudero and the New Spanish Cinema and the breakup of School of Barcelona with its avant garde views, Spanish movie screens were full of foreign Spy movies and spaghetti westerns. The decade of Francos death (November 20th 1975) had started badly for Spanish film, with huge debts for the industry and the best of its new films were hardly shown on Spanish cinemas screens. 20 percent of world cinema had been banned in Spain since the Civil War and by the 1970s it had risen to over 50 percent of films made abroad that couldnt be seen on Spanish screens. If most of the worlds greatest films couldnt be seen in Spain, at least it wasnt being so strong on letting them be filmed there, even if it brought controversy. One of the most important (and controversial) events for Spanish film during the later years of Francos reign was Buà ±uel being granted permission to film Tristana (1970) in 1969. Tristana, definitely one of Buà ±uels finest, is a great example o f why his films, although banned and not well known to the Spanish people, were considered by Spanish Directors in the know as National treasures. In total contrast to most of the Spanish films made during the dictatorship, Buà ±uels vision of Spain seemed and felt more authentic. With the use of real people where possible as in Viridiana (1961) where he selected a group of beggars straight from the streets of Toledo and Madrid, and then there is the title character from Nazarin (1959) who is a typical anarchistic Spanish clergyman (many were murdered on the suspicion of being Communist sympathizers during the Civil War). Buà ±uels return to Spain was also the start of a new era in Spanish film, in the next five years leading up to Francos death there were some great films to come out of Spain. Carlos Saura (after Buà ±uel is Spains most important director during the post-war era) managed to create some great films even though his films were criticized by both right and left wing equally. He had the power to irritate and inherited Buà ±uels ability to cause trouble and whose films also managed to disturb the uneasy calm of the Franco camp. Films included Los golfos (1959), Ana y los lobos (1972), La prima Angelica (1973) and Cria cuervos (1975) the title in Spanish stems from the phrase Raise ravens and theyll pluck out your eyes and the equivalent phrase in English would be you reap what you sow. Filmed the year before Francos death, it makes clear how the regime, through an out of date religious education, making certain that the young do not grow into cuervos (ravens) and rebel the fascist myth. Last but definitely not least is the most highly acclaimed film in the history of Spanish cinema, El espà ­ritu de la colmena (Spirit of the Beehive) (1973) one of the most beautiful and poetic films ever filmed, a film which has been haunting audiences both Spanish and abroad since it first premiered in Madrid in October 1973. A young Victor Erice (he was 33 years old when he directed his master piece, 3 years younger than Orson Welles when he directed Citizen Kane (1941)) was in search of new myths and turned to classic horror films for inspiration and he found Frankensteins monster to represent Spain and its problems. After seeing James Whales Frankenstein (1931) for the first time, seven year old Ana becomes fascinated with the monster, she becomes obsessed with finding him, and transfers this onto a wounded army deserter, who she is convinced is the monster. As a metaphor for Spain, the monster is a ghoulish collage of a man, a monstrous figure constructed by the sinister creat or, Dr. Henry Frankenstein. Even the Doctors name sounds very much like Franco. With its reference to the myth of Frankenstein, Erice found an uncanny metaphor for Francos Spain. The monster was reborn and had no memory like a new born baby, he has no moral sense and so can behave kindly, then kill (by accident or otherwise). Frankensteins monster being a literary myth himself suitably represents the final result of the so called Franco myth. Chapter Three Spanish Cinema back to Democracy General Franco died on the 20th November 1975, and with his death died 46 years repression, a new phase of history was about to be born in Spain. It was the time for freedom which would give strength and new backbone to the Spanish cinema. It was as if Spain finally had democracy, liberalism, explicitness and experimentation all at once. Directors were now creating without the pressure of all those previous prohibitions. Franco before he died had designated as his successor Juan Carlos of Bourbon, who was the grandson of the last king of Spain. For the first time in over 40 years, a free election took place on June 15, 1977 and