An Coastal Destination Sustainable Tourism Planning Tourism Essay Essay Example

An Coastal Destination Sustainable Tourism Planning Tourism Essay Essay Example An Coastal Destination Sustainable Tourism Planning Tourism Essay Essay An Coastal Destination Sustainable Tourism Planning Tourism Essay Essay This essay will analyze the sustainability of South Australia touristry Plan for 2009 -2014. This essay will place and measure the content of the touristry program is it sustainable. And reason the good and sustainable of the program. To the simple definition of sustainable touristry is accomplishing quality growing in a mode that does non consume the natural and built environment and preserves the civilization, history, and heritage of the local community ( David, 2006 ) . Pull offing sustainable touristry in the new millenary depends on the advanced policy and direction, which are including the relationship between local communities, the private sector, and the authorities in development action to protect the natural, built, and cultural environments in a manner with the economic growing. That are what the south Australia touristry program need to make. Australia s alone natural environment is a critical component of its planetary touristry entreaty and is regarded by touristry planning organisations as a cardinal property that differentiates Australia from viing touristry finishs in the planetary market. The Australian national Parkss, Marine Parkss and other protected countries are estimated to pull 80 million visitants yearly ( Tourism and Transport Forum 2004 ) . Sustainability has progressively become an of import facet of touristry development in general ( Bramwell, 1998 ) , but is seen even more of import to the finishs that rely on nature as their chief tourer attractive force ( Hudson and Miller 2005 ) . South Australia is a province in the southern cardinal portion of Australia. It covers some of the most waterless parts of the continent ; with a entire land country of 983,482 square kilometres ( 379,725 square metres ) , it is the 4th largest of Australia s six provinces and two mainland districts. The terrain consists mostly of waterless and semi-arid rangelands, with several low mountain scopes. The South Australian Tourism Plan 2009-2014 maps out cardinal schemes for turning the value of the province s touristry sector. It is inextricably linked to the South Australian Strategic Plan mark of making a $ 6.3 billion touristry industry by 2014. This is designed to guarantee that touristry and touristry related concerns are feasible and sustainable. This program identifies the industry s cardinal aims to 2014, within the broader context of South Australia s competitory public presentation and the likely hereafter of touristry, both nationally and globally. Therefore Sustainable touristry development should in add-on to supplying economic returns and a high quality experience for visitants, besides purpose at protecting the natural environment it operates in and bettering the quality of life of host occupants ( Aronsson 2000 ) . In the South Australia touristry program, the program cardinal focal point countries and their 13 schemes, which can plunge to the 4 parts, communicate, develop, purchase and trip to equilibrate the three merely references. Harmonizing to their ends and mark, to be sustainable it should be fulfill maximising the positive and minimising the negative effects of touristry. The ternary underside lines are suited here. It is widely accepted that the touristry industry portions with local occupants, authoritiess, and community the duty to protect and keep the natural and cultural heritage resources of our planet, both to prolong economic systems and to be passed on unimpaired to future coevalss ( Wall, 1999 ) . The Triple Bottom Line has been described as describing that gives consideration to fiscal results, environmental quality and societal equity ( Gilkison, 1999, p. 2 ) . The Triple Bottom Line may besides be defined as the return on capital investing when evaluated and measured along fiscal, societal and environmental dimensions ( Sauvante, 2001, p. 2 ) . Harmonizing the ternary bottom line. The first of the class is the economic sustainability, As one component of a finish economic system, touristry must assist back up a feasible economic base ( Ritchie, 2003 ) . Development is economically efficient and resources are managed so they can back up future coevalss. The South Australia touristry program which is a long term thought of the sustainable touristry. The program does sketch elaborate stairss, but focuses on the important schemes the Plan must accomplish to drive the full industry forward. The audience procedure revealed that both authorities and industry prefer this attack. Both are committed to encompassing and presenting on these cardinal ends. The program chief mark is to increase visitant outgo in South Australia touristry industry from $ 3.7 billion in 2002 to $ 6.3 billion by 2014. To accomplish the 2014 mark requires 6 per cent per annum norm growing. The State Government and the South Australian touristry industry purp ose to shut this spread by increasing visitant Numberss and length of stay, and more significantly, increasing visitant spend. This is surely a bold mark that the touristry programs are taking for. One of the sustainable of the economic is the local occupant occupation security, touristry demand can be extremely seasonal. The attempt of the South Australia to heighten occupation security will better economic sustainability. Tourism is a major in South Australia, and the program serves to reenforce the range and energy of the industry. In this program reference that Grow new and existing festivals and events. This kinds of the events and festival making both direct employment and the indirect employment from that. Depending on the handiness of local labour and the accomplishments and knowledge resources that are required, the importing of outside labour should non be inordinate. But one thing that can non see is procure their occupation during the off-season or after the events. And besides the rewards, wages and benefits are non be secure. Tourism is frequently perceived to be a low-skilled, low-income sector. While many of the service occupations in touristry and cordial reception may be described in this manner. Tourism support have many higher income occupations, such as hotel director, skilled building workers advisers etc ( Ritchie, 2003 ) . An economically sustainable touristry scheme should seek to bring forth a wide scope of employment chances Following the economic sustainability is the sociocultural. The South Australia program are making rather good on that. The quality of life in a finish depends on more than merely economic wellbeing. The wellness and verve of societal of societal and cultural systems and establishments helps to make an environment which occupant find meaningful in their chase of felicity ( Ritchie, 2003 ) . These include: the justness system, instruction system, transit, communications and the province. From the instruction system the program acts as an inspiration for pupils sing a calling in the industry. The State Government has established the Food, Tourism and Hospitality Industry Skills Advisory Council to specifically place work force tendencies and emerging accomplishments demands. Its overall purpose is to pull and retain a skilled work force to assist drive the hereafter of the industry. This is a great starting of the local educational system. It got many benefits on that, increase the con sciousness of the societal, increase the pupil involvement on the touristry industry and educate more professionals for the hereafter South Australia touristry or related industry people. Furthermore, the transit and travel besides is a portion of sociocultural. By accomplishing and keeping conveyance handiness by developing accessible and advanced conveyance, which meets rigorous sustainability criterions is need. The South Australia is traveling to better distribution channels and the air entree. The program traveling to collaborate market with air hoses and important touristry operators and optimise new engineering. Motivating people to go is one portion of turning touristry. Ensure globally and domestically connected via the travel distribution systems no affair online or traditional. On the other manus, addition peculiarly direct inbound flights. Adelaide and South Australia is an under-serviced finish. The purpose is to turn domestic hebdomadal place Numberss from 70,000 to 100,000 and dual international place Numberss. Every new place into Adelaide is a new chance to convey another visitant to South Australia and besides giving more chance and pick to travel. T he South Australia occupant will acquire profit on that, they will more convenience to travel to go. The program eventually desire to acquire achieve a 90 per cent evaluation of community and commercial assurance in touristry as a major subscriber to quality of life in South Australia. This means: the bulk of concerns and occupants regard and value touristry as a positive builder of pride, prosperity and work or life balance in South Australia s metropolitan and regional countries. Then, political sustainability is the last of the ternary bottom line. Political sustainability is seldom identified as one of pillars of sustainability. Yet we feel that it is potentially critical to the acceptableness of any solution ( Brown and Essex, 1997 ) . To do the program smooth and traveling good, the authorities ensures a positive policy environment to the regulations with the vision to ease new sustainable development. Promote investors by guaranting that external planning and policy hindrances to sustainable touristry development are removed. This will necessitate an all-of-government attack and besides the authorities Ensure external planning and policy hindrances to sustainable touristry development are removed, and that strategic investings are instance managed through the development procedure. A whole-of-government concerted attack to instance planning. Support advanced designs by following a whole-of-government instance be aftering attack with inducements. These so rts of the action are giving support to the touristry program and be given to cut down the issues. The ternary underside line for a sustainable planning for touristry is really of import portion, after analyze the South Australia program, the program is good but non really good, many of the policy or the action are non really to the full concern to the local occupant although eventually they looks to acquire some benefit on that but is need more concern on that. After the ternary underside line, coming is talk about the government-led attack that the South Australia touristry program that utilizing. This attack means that the authorities lead the planning procedure and really limited association and public in be aftering determinations. There is an successful illustration on Taiwan touristry by utilizing the government-led attack the betterment in the life criterions of the people of Taiwan ( Ming, 2008 ) . The South Australia is whole-of-government attack to touristry. This will be a critical factor in the success of this program. Collaboration must be taken to a new degree in the touristry industry, and the State Government. The occupations of support, policy, research, relationships and instance direction is by the authorities. The authorities traveling to construct a a strong industry organic structure with duty for the direction of all industry enterprises, to unite and turn the adulthood of the industry and create quality, consistence, professionalism, invention and influence. South Australian touristry is about wholly ( 95 per cent ) comprised of little to average concerns. These concerns are diverse and spread across the province. This hinders the industry s ability to stand for its involvements in a incorporate, persuasive manner. The authorities knows that South Australia needs a strong, independent organic structure that can present preparation and accreditation, concern advice, reference operator challenges and better quality service criterions. The South Australia touristry planning are traveling to Construct a individual, strong organic structure that takes duty for industry development, taking operators to a sustainable touristry hereafter. Although the South Australia touristry program is the government-led, but it is need the stakeholders involved in a program. The stakeholders will be including a figure of establishments, organisation, groups and persons, certainly the authorities. That will be are affected by a finish s touristry development. The general populace is one of stakeholders. In general, take an involvement in touristry development and its impacts on their quality of life ( Ritchie, 2003 ) . Other of import populaces include fiscal establishments and investors, the media, the authorities section and a figure of consumers groups. In the touristry program, they have mentioned that. The advancement of the touristry program will be communicated widely through improved stakeholder communicating webs supported with enterprises such as the development of the industry organic structure and align stakeholder programs to common intent. Besides partnerships play a important and of import function in the accomplishme nt of this program. A bulk of touristry partnerships described in the sustainable development literature are cross-sector enterprises that frequently involve representatives from industry, authorities, and the voluntary sectors ( Sitarz, 1998 ) . The dialogue, reciprocally determined ends and actions, and supervising ensuing from cross-sector partnerships make it more likely that these enterprises will ensue in sustainable results. The one of the program of action will pass on in concerted activities with industry, national and international trade and media spouses, give operators more chances to work together and put financess in concerted advertisement of bundles to do an feeling. With the right communicating, and interaction between the industry and these populaces, a reciprocally supportive relationship can be which ensures that ( Ritchie, 2003 ) . The South Australia touristry program puts the stakeholders in the of import topographic point because they knowing that it will be benefits on all of the stakeholders and can develop its industry. As I said that communicate with the stakeholders is the portion of the action programs of the South Australia touristry program, and is traveling to plus the staying action programs is it sustainable. They are wholly 13 of the action plans separate to pass on, develop, purchase and activate for the 5 old ages. One possible inquiries may be ask, is it possible achieve the 13 action programs within 5 old ages? The South Australian Tourism Commission and the touristry industry understand that turning great thoughts into world will necessitate significantly more attempt than the creative activity of an action list. As was recognized during audience, the SATC in concurrence with the industry is committed to this program s execution and monitoring. To measure the actions plans towards more sustainable signifiers of touristry, there is a demand for supervising systems. Ideally, these systems should concentrate on measuring the extent to which bing best patterns in touristry are aligned with , and aid to accomplish, nucleus sustainability ends ( Tony, Rob and Peter, 2002 ) . Harmonizing to Inskeep s measure 7 effectual schemes usually focus on the practical agencies for execution and monitoring involves set abouting regular measuring of one or more phenomenon in order to measure their alteration over clip. As the 2009 public presentation sum-up, they have entering great consequence to increase the touristry outgo and the competitory spread reduced. And their 13 action program merely two of them can non execute stretch mark. That means they are making their mark and planning. And harmonizing they have the great monitoring system allows for responses to what works and what does non works and better that immediate and to catch up the mark. I think will be hold a great consequence for coming old ages. The touristry industry of the hereafter will be built through a trust on comprehensive planning, which will see development from a holistic instead than sectorial position. This point of position will be driven by a locally developed vision for development, and non by the demand for increased net incomes or grosss for foreign-owned corporations or national authoritiess. It will be based on bottom-up globalisation, instead than on the corporate assortment. This means control will stay at the local degree, while prosecuting spouses from outside the community ( Donald, 2003 ) . The South Australia program think beyond the immediate thrust for increased net incomes and see the societal, cultural and environmental deductions of its actions and besides the program has built touristry sustainability in seeking the economic growing and benefits in a manner that preserves natural or reinforced resources, provides a quality experience and finish to the tourers and local engagement. The South Australia touristry program is a great program to protect these resources while adding something new. And the program offers a scope of sustainable environmental benefits, including improved transit, protect local festival and development and improved particular topographic points and infinites. Importantly it provides for an new experience for visitants and adds to the quality of life of local occupants. Well-planned and well-managed sustainable touristry can supply benefits at all economic degrees, addition criterions of life for local occupants, and maintain or even better the quality of the local environment ( David, 2006 ) The South Australia touristry program is likely to advance sustainable touristry because they have balance between the local and visitant, although the be aftering merely cost 5 old ages but the consequence is the long term benefit. In decision, sustainable touristry is hard to specify and step because it must related to today touristry tendency and concern for the hereafter. The challenge is happening an balance among elements of sustainable. After assess the program of the South Australia, they have a clear program for the hereafter and traveling to develop a sustainable touristry industry in South Australia. They got a potentially success on sustainable. Mention Aronsson, Lars.2000. The development of sustainable touristry. London, Continuum. Bramwell Bill, 1998 Sustainable touristry direction: rules and patterns, 2nd edn. Tilburg, Tilburg University Press Brown, Graham and Essex, Stephen.1997. Sustainable Tourism Management: Lessons from The Edge of Australia. Journal of Sustainable Tourism, , Volume 5, 4:294 305 DAVID, Edgell, 2006. Pull offing sustainable touristry: a bequest for the hereafter. Binghamton: Haworth Press. Donald G. Reid. 2003 Tourism, globalisation and development: responsible touristry planning. Sterling: Pluto Press. Gilkison, B. 1999. Accounting for a clean green environment: Duties and chances for New Zealand concerns and their comptrollers. Nelson: New Zealand: Anchor Press Limited Hudson S, Miller GA 2005 The responsible selling of touristry: the instance of Canadian Mountain Holidays. Tourism Manage 26:133-142 Ming-Huang Lee. 2008. Tourism and Sustainable Supports: the instance of Taiwan Third World Quarterly, Volume 29, 5: 961 978 Ritchie, J. R. Brent. 2003. The Competitive Finish: A sustainable touristry position. Trowbridge: Cromwell Press. Sauvante, M. 2001. The Triple Bottom Line : A council chamber usher. Directors Monthly, 25 ( 11 ) , 1-6 Sitarz, D. 1998 Sustainable America. Carbondale, IL: Earthpress. Tony, Griffin, Rob, Harris and Peter Williams, 2002. Sustainable touristry: the planetary position. Burlington: Elsevier Science. Tourism, Transport Forum. 2004. A natural partnership: doing national Parkss a touristry precedence. Australia, Sydney Wall, G. 1999. Towards a touristry typology, Tourism and sustainable development: Monitoring: A civic attack. Monitoring, planning, managing, determination devising Waterloo, Canada: Heritage Resources Centre, University of Waterloo. 2: 63-80.

Word List 02 Vocabulary word list for standardized tests.

Word List 02 Vocabulary word list for standardized tests. Word list 02

The Interrelationship Between Music and Program in Vivaldis Violin Essay

The Interrelationship Between Music and Program in Vivaldis Violin Concerto in F minor, Op. 8, no. 3 Autumn (The Four Seasons) (1725) - Essay Example .The ritornello form used in the â€Å"Autumn† concerto is clear. The tutti section in the first movement outlines the theme and is repeated numerous times in variation throughout the movement. The solo sections embellish on the main theme as well as moving into more free-flowing segments. The Italian Concerto format of three movements (fast, slow, fast) is a basic standard for the period and Vivaldi adheres to that model. Key changes in the Baroque period, from minor to major are made more rapidly than examples of concerti from the latter 18th Century where composers took more time in both tutti and solo sections before shifting to alternate keys. Phrases are often played in forte and repeated in piano; this style is a signature of Vivaldi in many of his concerti. In the Baroque style, often the solo sections of a concerto are accompanied by a simple bass line, or ground bass, perhaps with incidental strings or other instruments and usually harpsichord. Vivaldi follows this convention. The solo violin is left with little background from the orchestra, leaving more room for free flowing play with the theme and variations upon it. The opening to Vivaldi’s concerto is lively and athletic. In four quarter time, it has a quality reminiscent of folk dance. There is a leaping feature to the subject with strongly accenting downbeats. The violin enters, strictly following the theme but turns a portion of the theme upside down. In the next solo section the violin takes a series of leaps and arpeggios as it moves toward a slightly slower and more chromatic subject. Slowing pace in the middle of an allegro movement deviates from the standard form of the day. Vivaldi’s style of composition varies from other composers in that there is less str ictness in the solo sections or adherence to the original theme. Instead, the violin is left to fly through arpeggios and runs adding to the strong rhythms and rich texture of the work. The second movement is slow and simple, using the harpsichord as the main instrument accompanied by quiet strings in chromatic lines and basso continuo. â€Å"Along with the emphasis on a single melody and bass line came the practice of basso continuo, a method of musical notation in which the melody and bass line are written out and the harmonic filler indicated in a type of shorthand.†1 The third movement opens with a vigorous theme, with a strong â€Å"leaping† rhythm in triple time. In the opening solo section, the violin turns the theme upside down in contrast to the tutti and with harshly struck bow work, which adds to the rustic flavour of the music. As in the first movement, ritornello is used to bring the theme back throughout the movement, embellished by the resolute solos of the violin. Again, there is a slowing of the music before one final and triumphant recapitulation of the theme. In context of the poem, Vivaldi’s â€Å"Autumn† accurately describes the verses. From the opening dance of the peasants to the slower paced section in the first movement that describes the â€Å"full liquor of Bacchus†, the music complements the words. As well, the rich texture of the theme and harmonics in major thirds reflects the colors of the season. However, the solo sections break from strict Baroque form by allowing the solo instrument to take more liberty with variation and free form phrasing, within the work. This shift away from the theme allows Vivaldi to â€Å"play† with the images in the poem invoking dance and even the movement of wind in the trees. The second movement reflects the sleeping peasants. The slow, chromatic strings and the quiet harpsichord invoke a clear sense of a calm night. The third movement, with its rousing open ing theme

Finance and Accounting, Literature Review Example | Topics and Well Written Essays - 3000 words

Finance and Accounting, - Literature review Example Controversies such as those linked to the former GE CEO, Jack Welch and the NYSE CEO Richard Grasso have made many companies to create a guideline that will be used to limit how much company executives can earn. It is important to note that even in the cases of the above CEOs, their work and performance on the job was impeccable and many would believe that they earned what they had worked hard for (Jensen and Murphyn 2004:15). However, there is a perception that there was a lot of inadequate disclosure and that they received a little ‘too much’ despite their performance. According to the general conference convened by the International Labor Organization in 1951; the term remuneration was defined as (Yang 2008:654): â€Å"the ordinary, basic or minimum salary and any additional benefits that are payable whatsoever directly or indirectly, whether in cash or in kind, by the employer to the worker and arising out of the worker’s employment.† Success on the oth er hand is mainly defined by the amount of output acquired as a result of one’s ability to utilize the opportunity given to them to lead, supervise, mentor and motivate others effectively. Though many believe that performance is imperative, others postulate that traits and effective practices determine who one becomes and how much they achieve while at the executive position (Yang 2008:654). Others believe that the successful ones are not necessarily the most effective and the debate may go on for a long time. However, the main aim of this report is to look into the issue of remunerations and how they are determined based on performance, success and commitment rather than astuteness to ascend to higher positions quickly. Analyzing Remuneration Packages The past history, if anything to go by, teaches the corporate world that managers, however effective, require having a maximum for the company to remain afloat even when they leave. Attention is mainly given to those who draw s o much that the divide between them and the employees widens every other day. People are entitled to get the maximum they can from their hard work. However, placing a cap on how much one can draw is also important for effective running of the company. Many however argue that the lack of proper and adequate disclosure on how much each of these executives earns has placed a barrier between them and other employees (Jensen and Murphyn 2004:13). Many believe that they are receiving record salaries and bonuses. As a result of this, the 1951 convention sought to bring all the remunerations at par within the companies without watering down the motivation of all the employees. For instance, GE’s CEO had planned for some lavish retirement benefits that were kept secret to the board and the shareholders (Fama and French 2001:23). The reputation of one of the world’s greatest entrepreneurs was questioned. This incident led many to believe that this is what all the other CEOs were receiving. The case of the NYSE CEO was no different. He was accused that he was bound to receive a retirement benefit of close to $190 million in 2003 which was also not disclosed to the board (Jensen and Murphyn 2004:15). These cases bring about a lot of questions that the report will try to answer. The issue of disclosure is very vital in any organization based on the sensitivity of the remunerations issue. However hardworking these executives are, the

Maths in Everyday Life Essay Example for Free

Maths in Everyday Life Essay You may find yourself wondering what use we have for some of the knowledge we obtain from math class in school. It is sometimes difficult for students to appreciate the importance of Mathematics. They often find the subject boring and hard to understand. With this project we will hopefully help our students realize that Mathematics is not just a subject on their time-table but a tool they use in their everyday life. Mathematics is one of the first things you learn in life. Even as a baby you learn to count. Starting from that tiny age you will start to learn how to use building blocks how to count and then move on to drawing objects and figures. Through the years, and probably through the centuries, teachers have struggled to make math meaningful by providing students with problems and examples demonstrating its applications in everyday life. Now, however, technology makes it possible for students to experience the value of math in daily life, instead of just reading about it. Math is everywhere and yet, we may not recognize it because it doesnt look like the math we did in school. Math in the world around us sometimes seems invisible. But math is present in our world all the timein the workplace, in our homes, and in life in general. When you buy a car, follow a recipe, or decorate your home, youre using math principles. This presentation also, is prepared using the principles of math. Math applies to daily life, with sections on gambling odds, buying and leasing cars, population growth, decorating, and cooking. Most sections include hands-on activities. Formulas are a part of our lives. Whether we drive a car and need to calculate the distance, or need to work out the volume in a milk container, algebraic formulas are used every day without you even realizing it. Simply put, mathematics is about relationships. Mathematicians have developed a language of precise relationships, illustrated through their formulas and equations. We live in a world where so far, as we have observed, everything is related and everything is experienced as different. We can learn about relationships in our world by looking at mathematical relationships that seem to match the situation being explored. For instance there is a relationship between distance traveled, time of travel, and speed of travel. Mathematics provides a relatively simple equation: Distance traveled = average speed multiplied by time of travel In simpler mathematical terms, d = s x t Math involves data analysis, number relationships and graphing, patterns and functions, statistics, and measurement. People who use math in their work, it doesnt occur that often that youd need to calculate 7 x 7 x 7 x 7 or 0. 1 x 0. 1 x 0. 1 x 0. 1 x 0. 1 or other such calculations. One example of how math do kind of connect with our everyday lives: when we speak about square feet, square meters, square inches, square miles, square kilometers or any other area units, or when we speak about cubic feet, cubic meters, cubic centimeters or any other such volume units. If you talk about SQUARE shaped areas, for example if you say My room is twelve by twelve square, youre meaning your room is 12 feet x 12 feet, or 122 square feet. I believe one reason that mathematics is not more generally applied has to do with a tendency to ‘think’ of mathematics only in terms of numbers, precision, quantification, and so on. We forget that mathematics is also about relationships, relatedness, relationships between relationships, interconnections, dependency (functions), changing relationships (calculus), factors that constitute relationships (variables), structure (order, relationships), asymmetric relationships (order), (graphical, numerical, and other representations (mapping), increase and decrease (addition, subtraction , multiplication, division, etc. ) and so on. The notion of a â€Å"function† is another mathematical tool we can apply to our everyday situations. Function in mathematics has to do with â€Å"relationships between variables – how a dependent variable changes when related variables change. In a simple equation y=3x, if we change the value of x, then y changes. Y is called the dependent variable, and x the independent variable. In other words the value of y depends on the value we give to x. And in this equation, we can give x any value we choose. In our everyday living, we do many things that are related to other things – although not as precisely as in mathematics – and we give values, assign meanings, and so on. Our whole living involves relationships. Our successes are a function of our efforts. The way others treat us is a function of how we behave towards them. Meanings, values, significance, understanding, etc. , are functions of ‘time’ – more specifically information available at a ‘time’. In a world where as far as we know everything is related, we can learn a lot about our everyday relationships by studying the approaches of a system that deals specifically with relationships. Variables and functions are only two examples of a vast number of other mathematics approaches we can apply to better understanding our everyday relationships. Math applies to daily life, with sections on gambling odds, buying and leasing cars, population growth, decorating, and cooking. Most sections include hands-on activities. One of the most complete and self-sufficient math units on the Web is Project Sky Math: Making Mathematical Connections Using the Science and Language of Patterns to Explore the Weather. They study the history of weather prediction, develop symbol sets, prepare graphs, predict changes, solve problems, and discover rules. General semantics involves applying the methods of science and mathematics to our everyday living. For instance, if we ‘think’ of things – anything – in terms of the â€Å"variable†, we will come to realize that like the mathematical variable that is sometimes a higher value and sometimes a lower value, we should expect things and situations to change. Sometimes this change will occur in the way we like; other times not. Sometimes more than we expect, sometimes less. Sometimes we will observe no significant change. We can expect our moods and ‘feelings’ to vary. ‘Thinking’ in terms of the variable better prepares us to anticipate and manage changes in our lives. This could reduce a great deal of stress in our lives – stress related to our forgetting that thing-processes are not constants. Family, partners, friends, work situations, health, etc. , won’t stay the way we found them or the way we expect them to go. ‘Thinking’ in terms of the variable, we would expect variations in our lives, and situations to vary related to different ‘time’, ‘places’, contexts, and so on. It is important to keep in ‘mind’ that with regards to our everyday relationships, unlike mathematical equations, precision is not the important factor-variable here. Important factors involve recognizing relationships, interconnections, and â€Å"interdependencies†. An important factor is to be aware that we assign our own individual values to what we see, hear, read, and so on. We could avoid, or better manage many conflicts, by remembering variables and functions. There are lots of real uses of mathematics in our life. All the mathematics terms base on counting. Today our all businesses base on counting. There is no concept of business without mathematics. Before the mathematics rules people use barter system. They give their goods to others and take the goods from other people. But this system cannot continue longer when need of humans increased day by day. Now you can think that counting has vital role in our daily life, just imagine if there were no mathematics at all, how it would be possible for us to count days, months and years. There is a cost for everything that we may use or purchase from markets so whats a cost? What are utility bills? Whats the ticket price? These are all applications of mathematics. We cannot deny the importance of mathematics in our daily life. When we got to shop to purchase something we need mathematics. When someone comes to our shop to purchase something we need calculations. There are many uses of mathematics in real life most likely in jobs like accounting, banking , store manager or just working at a simple fast food store. These are very simple applications of mathematics. Mathematics is at the core of all the communication technologies, its used in accounting, finance etc in short we are using mathematics in some form or another everywhere in our daily lives. But the most important use of mathematics in our technologies cannot be contradicted. Our most of the system base on computers and all the computer technology are stands on mathematical rules. All computers work on binary code, code of zero and one. So we cannot deny the importance of mathematics in real life. Everyday life would be quite difficult if you had no knowledge of math. To know whats the time, the most precious thing. On a basic level you need to able to count your money, multiply, subtract and divide. You need knowledge of math if you want to work out how much material to buy for a job. More advanced mathematics is essential if you take up any kind of technical career such as engineering. Working on algebra and geometry also helps with reasoning skills and assists later in life with technical problem solving. Living your day to day life without maths would be extremely difficult. Even if you were a nomad in the desert you would want to count your goats, wouldnt you? The key to opportunity These are the years of small beginnings until the day comes that you have to be able to do something as intricate as algebra. Math is the key that will unlock the door before you. Having the ability to do algebra will help you excel into the field that you want to specialize in. We live in a world where only the best succeed. Having the ability and knowledge to do algebra will determine whether you will take the short cut or the detour in the road of life. Prerequisite for advanced training Most employers expect their employees to be able to do the fundamentals of algebra. If you want to do any advanced training you will have to be able to be fluent in the concept of letters and symbols used to represent quantities. Science Moreover, it is also believed that Mathematics is the mother of all sciences. This also shows us that all the sciences that are evolved have a sound foundation in mathematics, if we go further in debate it would be justified to say that the blessings of all these modern sciences and technologies are only possible with mathematics. Mathematics is used as a problem solver in every field of science. Mathematics is playing a very important role in our daily lives. In fact mathematics is involved directly or indirectly wherever we go and every thing that we may use. When doing any form of science, whether just a project or a lifetime career choice, you will have to be able to do and understand how to use and apply the concepts of math. Analysis When it comes to analyzing anything, whether the cost, price or profit of a business you will need to be able to do math. Margins need to be set and calculations need to be made to do strategic planning and analyzing is the way to do it. Data entry What about the entering of any data. Your use of algebraic expressions and the use of equations will be like a corner stone when working with data entry. When working on the computer with spreadsheets you will need algebraic skills to enter, design and plan. Decision making Decisions like which cell phone provider gives the best contracts to deciding what type of vehicle to buy, you will use algebra to decide which one is the best one. By drawing up a graph and weighing the best option you will get the best value for your money. Interest Rates How much can you earn on an annual basis with the correct interest rate. How will you know which company gives the best if you cant work out the graphs and understand the percentages. In todays life a good investment is imperative. Writing of assignments When writing any assignments the use of graphs, data and math will validate your statements and make it appear more professional. Professionalism is of the essence if you want to move ahead and be taken seriously. Math is basically about solving problems and calculating different things. So if you are good in math, you are good at solving problems and calculating things first hand. Can you see the importance of algebra? Your day can be made a lot easier with planning. In financial decisions this can save you a lot of finances or maybe get you the best price available. It all comes down to planning and using the knowledge and algebraic skills you have to benefit your own life. Use the key you have and make your life a lot smoother. Mathematics is very important for life since it helps us to quantify all the visible and invisible things with which we are dealing in daily life. It is human nature that they do not have complete confidence in the subjective or relative things, in the modern day of today the objective things are preferred and trusted more than the subjective things. Mathematics helps us to have an objective view of the different things we are dealing with. It helps us in making calculations about the things which are not physically developed like for buildings before construction. Living a life unknowing Maths would be living in random oblivion. Mathematics is primarily used for the purpose of scientific calculation of figures and objects. In real life the use of Mathematics can be applicable to every aspect, field, profession and subject etc. In IT field, in Statistics, in Accounts, in Algebra, in Geometry, for instance, Mathematics is used for calculating, multiplying, subtracting, division, differentiating, manipulating and managing the data in desired form. In other professions Mathematics can merely be used for the calculation of currency, recording the profits and loss. In ordinary life Mathematics can be used for the calculation of any specific or general sort. Concisely it can be said that Mathematics can be used for the authentic and scientific variation between and calculation of numbers, amounts, quantities etc; measurements of the frequencies of light and sound, of distance. Maths is all around us. It is present in different forms; it is very important that we take note of it. Things are measured or accurate due to maths. Mathematics has a prominent role to play in our daily life. We even didnt realize that maths is involves in every sort of activities. Whenever we pick up the phone, manage the money, travel to some other place, unintentionally in all these things maths is involved. Another very simple application is calendar year. How we know that today is Tuesday? It was Thursday on May 1, 2012? Its actually mathematics that gives/provides us all this information. Mathematics do play a big part in our daily lives. Mathematical functions like addition, subtraction, multiplication, division and so on are used in our daily activities. From poor to rich , all have to some how use mathematics in their real lives. Consider a housewife, who has to run her house in the given budget. She divides money according to her needs and estimates about the expenses and then spends it according her range. From the advent of civilization, man learn to count using stones and beads. In the earliest civilization, barter-system was used. Now-a-days, all day to day transactions in a multi-national or national companies involve mathematical operations . The application of maths is seen every moment, right from the moment we wake up from bed in the morning till the moment we again go back to bed at night. As soon as we wake up, we first of all give a big yawn-that makes us think for how long we have yawned? 3 to 5 seconds? Here maths comes! Again when we look at the clock, we realise how late we have got up! 8:30 a. m! Here the part called Time of mathematics is put to focus. Even when we brush our teeth, we should know how much amount of toothpaste we must useits written on the tubes that children below the age of 6 years should use only a pea-sized amount of it. Again, we must keep a track of how much time we have to take to brush our teeth. Then comes the time of studying.. we keep a regular routine of how long we must study a particular subject and i often hear my mom saying me. You must keep a little extra time for Maths and Science.. Then comes bathingwe take a certain amount of water which we can count in litres. Now if i have to go on saying for the whole day about the use of maths in real life, i would not be able to complete it in a day! The list is endless. Mathematics is very important for life since it helps us to quantify all the visible and invisible things with which we are dealing in daily life. It is human nature that they do not have complete confidence in the subjective or relative things, in the modern day of today the objective things are preferred and trusted more than the subjective things. Mathematics helps us to have an objective view of the different things we are dealing with. It helps us in making calculations about the things which are not physically developed like for buildings before construction. We do calculations and ensure if their design is safe or not, similarly mathematics helps us to plan things for future either is any production environment for products or services. It helps us to have an idea that how much earning or spending has been done and would it be beneficial to do a certain activity or not. In todays world mathematics is being applied everywhere like in the economy of a country, construction of buildings, marking and evaluation of persons. It would be appropriate to say that mathem atics has helped a lot in achieving the fast speed life with all its comforts and delights If we are quick at mental arithmetic, it will help you a lot in saving hundreds of pounds or dollars in the supermarket. And if you have knowledge of statistics it will help you see through the baloney (non sense, lies) in television adverts or newspapers. You can also understand different kinds of information about the football or cricket team. Even simple maths equations are just around us, like spherical shapes of soap bubbles, ripples on the surface of water. Maths help engineer in making different shapes with geometrical shape the structure of the building was not possible. The beauty of maths is not only around us but a strong know how of maths help us in every day life too. Just start looking around you and you will find that how maths is help full to you in your life We do calculations and ensure if their design is safe or not, similarly mathematics helps us to plan things for future either is any production environment for products or services. It helps us to have an idea that how much earning or spending has been done and would it be beneficial to do a certain activity or not. In todays world mathematics is being applied everywhere like in the economy of a country, construction of buildings, marking and evaluation of persons. It would be appropriate to say that mathematics has helped a lot in achieving the fast speed life with all its comforts and delights. Without math, one would not be able to function in the REAL world. We use math to purchase things we want, we use math to measure, tell time and so on. We all need the basics but having a more advanced knowledge in math such as geometry, algebra and metric system always helps. As they say knowledge is priceless. Without math, one would not be able to function in the real  world. We use math to purchase things we want, we use math to measure, tell time and so on. We all need the basics but having a more advanced knowledge in math such as geometry, algebra and metric system always helps. As they say knowledge is priceless. Without math, one would not be able to function in the real  world. We use math to purchase things we want, we use math to measure, tell time and so on. We all need the basics but having a more advanced knowledge in math such as geometry, algebra and metric system always helps. As they say knowledge is priceless.

Effects Of Parental Involvement In The Education

Effects Of Parental Involvement In The Education Parent involvement is a valuable component of any students education. It is a well-established fact that parental involvement is linked to childrens success at school. When parents are involved in their childrens education at home, they do better in school. (Henderson and Berla, 1994) The level of parent-school involvement is a better predictor of grades than are standardized test scores. (Desimone, 1999) The 12 years of 180 six-hour days spent in school add up to only 13% of a students waking, learning time during the first 18 years of life. The rest, 87% is spent out of school, primarily at home. (Walberg) What is important is not the type of school, or who goes there, but the quality of its relationship with the families. (Henderson and Map, 2002) Research indicates that there are positive academic outcomes stemming from parental involvement with benefits beginning in early childhood, throughout adolescence and beyond. (Henderson and Mapp, 2002; Patrikakou, Weisberg, Redding, and Walberg, 2005) Henderson and Berla (1994) in an article A New generation of Evidence, state that the family is critical to student achievement. When parents are involved in school, children go farther in school and the schools they go to are better. There is a strong correlation between parental involvement and increased academic achievement. 2.2 Conceptual Underpinnings of the study Parental involvement was defined as including several different forms of parent participation in education and with the schools. Parents can support their childrens schooling by attending school functions, responding to school obligations (parent-teacher conferences, for example), and becoming involved in their childrens schoolwork. They provide encouragement, arrange for appropriate study time and space, model desired behavior (such as reading for pleasure), monitor homework, and actively tutor their children. (Henderson and Berla, 1994) Parent is used in this study to include guardians, grand-parents, foster parents and anybody who takes care of the children. (Kathleen Karen, 1989) In the 1980s, the United States became particularly concerned with the quality of its educational system. Parental involvement in schools became a major issue. Communities also become more watchful of the expense of public education, while local schools became concerned with continuous provision of high-quality teaching and other services. All of this occurred in a time of dwindling resources. Additionally, parents wanted assurance that their children were receiving preparation adequate to lead rewarding adult lives (Kathleen Karen, 1989). Riley (as cited in Moles, 2000) explained that parents are the essential link in improving American education, and schools simply have to do a better job of reaching out to them (p. vii). Parental expectations regarding their children appear to be a constant in childrens academic achievement and social adjustment. Although many parents may not be certain how to help their children with assignments, with guidance and support they can become actively involved in home learning activities, have an opportunity to teach, be models, and guide their children (Michigan Department of Education, 2001). He became interested in how schools in the U.S. involve parents in the education of their children because of the situation in my home country, Cameroon. During his education in Africa, I observed that students whose parents were not involved in their education did not perform well. Many dropped out of school or failed to further their education. In the United States, parental involvement is discussed as a major focus. That is not the case in Cameroon. There, parents have little voice in pedagogy and content. According to Keane (2007), parental involvement improves the chances of childrens success at school, yet research suggests that parent participation may be on the decline. Keane further asserted that student achievement represents more than just grades. Attendance, students attitudes toward school, student behavior, and the drop-out rate all connect with student achievement. A report conducted by Desforges and Abouchaar (2003), showed that enhanced parental involvement leads to better academic performance, better attendance, and improved behavior at home and school (p. 44). 2.3 Context of Parental Involvement In the post-World War II Era (1945-1950s), parental involvement included participation in parent conferences, monitoring of homework, signing of report cards, attending PTA meetings, and fundraising events. In the 1960s educators and policy makers focused on parental involvement as a way to improve educational success for the poor and underachieving students. This led to the development of a variety of models and strategies to promote such parental involvement (Milbrey Shields, 1987). In 1965, Haiman began experimenting with parent involvement program strategies. He designed and wrote the Parental Involvement Performance Standards for the National Head Start and this was used as a consultant to Head Start throughout the nation (Haiman, 1965). In 1968 he spoke on the relevance of curriculum, administration and community involvement (Chicago Tribune, 1968). By 1979, many schools had started incorporating parental involvement into their school programs. Parental involvement in special education programs also increased (Los Angeles Times, 1979). By 1989, the National Education Organization had started incorporating parental involvement programs in their agendas. They provided training to school staff and parents on parental involvement. The School Board Association produced sample school policies on parental involvement which they believed would make schools more secure and more likely, academic development would take place. Best practices and models to support parental involvement were developed. Many reports were written to recommend the necessity of parental involvement in school improvement (USA Today, 1989). In the 1990s, studies demonstrated that parental involvement could predict academic achievement. Parental involvement was considered an integral part of the school curriculum. The level of parental involvement was increased in most of the school districts across the nation (USA Today, 1990). Today, laws have been created to enforce parental involvement in schools including provisions of NCLB and School Accountability Teams. Movements for community control of education such as the education of low-income children, special education students, and English Language Learners have been developed to meet the needs of students. Districts focus on implementing strategies to promote parent, family, and community involvement (National Center for School Engagement, 2004). The Family Strengthening Policy Center (2004) established that states can develop a state-wide network to support teachers preparation for parental involvement, and also provide technical assistance to local districts and schools on how to get parents involved. School districts must have a written policy for administrative support and training for staff, parents and community members on parent involvement programs. The community should be able to advocate with state education agencies and school districts to promot e widespread and effective parental involvement policies and practices. According to the U.S. Department of Education (1997) a sustained mutual collaboration, support, and participation of school staff and families are required for a successful school-family partnerships and childrens learning. Although the success of school family partnerships is difficult to reach, it is important to note that the benefits to children and their educational success depends on hard work required to sustain the school-family partnerships (Epstein, Coates, Salinas, Sanders, Simon, 1997). In line with the mandates of NCLB, the New Mexico Public Education Department (NMPED) has developed statewide standards which establish expectations for all New Mexico public school students. These standards require every district in New Mexico to develop an Education Plan for Student Success (EPSS) a long-range strategic plan to promote students success and continuous school improvement (Parents Searching Out, 2009). Parent involvement in learning activity is a strategy that was found by Epstein (1995) to increase the educational effectiveness of the time that parents and children spend together at home. Teachers and parents agree on the involvement of parents, seventy one percent of principals and fifty nine percent of teachers called it a priority based on research conducted by. Those schools whose parental involvement is strong provide a lot of benefit to the students. How Strong Communication Contributes to Student and School Success: Parent and Family Involvement shows that improved parental involvement not only leads to academic achievement, but to better attendance and improved behavior at home and school as well. When school and home work together collaboratively, and using a competent approach to education, it can make a huge difference in student achievement. (Padgett 2006) The National School Public Relations Association (NSPRA) suggests that a formal policy be created. Lack of planni ng was seen as one of the most challenging aspects to more involvement. Walberg on Families in Educational Productivity states that there is no question that parent involvement represents an exceptionally powerful way of making schools more effective, and of dramatically enriching childrens experiences. Some research indicates that achievement among students in primary schools have identified theories and policies which play significant roles in parent involvement in education (Fan and Chen, 2001; Hill and Tyson, 2009). These theories and policies not only closed the education gap in terms of demographics they also maximize student potential. Parent involvement is so important that The No Child Left Behind Act (National PTA, 2006) is a Federal Policy that puts a mandate on parental involvement in education and family-school relations across primary school levels. However, despite the consensus about how important it is for family and school to work together across developmental stages, theories of parent involvement in education have been based on the pr imary school students in their context and do not focus on the changes that occur with middle school and early adolescent development (Hill and Taylor, 2004; Hill and Tyson, 2009). The Title 1 program is also a government mandated program developed to increase parent involvement and educational services for disadvantaged children. This program placed the emphasis on parental involvement as the primary means of improving the quality of education of low income children (Kim O. Yap and Enoki, 1995). One may ask the question why parents should become involved in their childrens literacy activities. The evidence about the benefits of parents being involved in their childrens education in general and literacy activities in particular is overwhelming. (Fan and Chen 2001) in their meta-analysis found that parental involvement positively affects academic performance. Feinstein Symons, 1999 point out in their research that parental involvement leads to academic achievement. Epsteins framework of six types of involvement are as follows: parenting which help all families establish home environments to support children as students; Communicating from home to school and school to home about school programs and student progress; Volunteering by organizing parent help and support. Learning at home by providing information and ideas from families about how to help students at home with homework and other curriculum-related activities; decisions and planning; Parents should be included in decision making; involve parent leaders and representatives; Collaborating with the community by identifying and integrating resources and services from the community to strengthen school programs, family practices, and student learning and development. Students value their education when they see the interest shown by their parents. Barge, Loges (2003), highlight the fact that government supports parental involvement. According to Moosa, Karabenick, Adam (2001), à ¢Ã¢â€š ¬Ã‚ ¦the alliance between home and school has dramatically changed throughout the history of formal education, as have the roles and functions that parents and teachers are expected to fulfill (p. 477). Throughout time, parents have been portrayed as both friend and foe in the course of educational reform (Callahan, Rademacher, Hildreth, 1998). Historically, parental involvement wasnt always a welcomed addition to the school community, and even today some view parent-school relations as a power struggle. Shaver and Walls, (1998) reported that some research found little to no effect of parental involvement on school achievement for middle age students. For the most part however, teachers and administrators welcome a helping hand in the overcrowded classrooms of the public schools and agree that parental involvement is one way to bridge reading comprehension gaps. Today, it is widely recognized that parents play an essential role in their childrens school life. Numerous types of parental involvement have been shown to develop cognitive growth and success in school (Shaver and Walls, 1998). Schools are working hand in hand with parents, Edwards, and Alldred (2000); describe parents and schools as policy makers with similar functions when it comes to children. Research indicates that there are positive academic outcomes stemming from parental involvement with benefits beginning in early childhood, throughout adolescence and beyond (Henderson and Mapp, 2002; Patrikakou, Weisberg, Redding, and Walberg, 2005). Shaver and Walls, (1998), are also in support, they point out that the connection between parents and school achievement is real. The Epstein case studies are another research that supports parent involvement. Epstein (2002), used the Comprehensive School Reform Model (CSR) demonstrates how collaborative work produces positive outcomes. These studies were conducted in certain states, in selected school within the school districts. Educators, parents and community partners worked collaboratively on action teams to plan the curriculum. The programs are evaluated before being implemented in order to assess how well the plans connected family and school-community involvement. Henderson and Berla (1994) in an article A New generation of Evidence, state that the family is critical to student achievement. When parents are involved in school, children go farther in school and the schools they go to are better. Regardless of socioeconomic status or race, studies show a direct correlation between parental involvement and a childs academic achievement (Williams 1992). 2.4 Parental Involvement and Achievement It is well established that parental involvement is correlated with school achievement of both children and adolescents (Long, 2007). Primary school children gain greater academic, language, and social skills (Grolnick Slowiaczek, 1994), primary school students have greater achievement and future aspirations (Eccles Harold, 1993) and spend more time doing and completing homework (Epstein Sanders, 2002). Research shows that parental involvement is more important to childrens academic success than their familys socioeconomic status, race, ethnicity, or educational background (Amatea West, 2007). Parental involvement can encourage childrens and adolescents achievement in many ways. One way that parents can contribute positively to their childrens education is to assist them with their academic work at home. Parents who read to their children, assist them with their homework, and provide tutoring using resources provided by teachers tend to do better in school than children whose parents do not assist their children (Izzo et al., 1999). Additionally, in a study conducted by Callahan, Rademacher and Hildreth (1998) on twenty-six lower to middle-class at risk sixth and seventh grade white students, students mathematics scores increased when parents became involved with assisting them at home. In the Callahan et al. study, parents were trained for duration of ten weeks on how to implement home-based self management and reinforcement strategies. Shaver and Walls (1998) conducted a similar parent training with seventy-four Title I students in second to eighth grade. Their study sho wed that regardless of gender or socioeconomic status of the child, parent involvement increased the scores of both mathematics and reading. Other parental involvement strategies that are said to assist children academically are for parents to have books, newspapers, and computers in their homes (Suizzo, 2007). This is not to say that just because there are books and newspapers in the home that children will read them; children do, however, fare better with their reading when there are books and computers in the home. Research shows that the level of parental involvement is associated with academic success. Children whose parents are actively involved in their schooling benefit better than children whose parents are passively involved. Specifically, if parents attend teacher conferences, accept phone calls from the school, and read and sign communications from the school, their children will benefit academically more than children whose parents do none of the above. Furthermore, children excel even more when their parents assist them at home with their homework, attend school sponsored events, and volunteer at their childrens schools (Suizzo, 2007). Childrens academic success also may be related to school-level parental involvement. Parental involvement can be defined as participation by a childs mother and/or father, or legal guardian in a childs education. Children who attend schools where there is a high level of parental involvement evidence greater achievement. School-level parental involvement seems to benefit children and adolescents academically and behaviorally by promoting information sharing and control over childrens behavior. Coleman (1990) asserted that children whose parents know each other promote school identification and success for their children. Broh (2000) also mentioned that students at school-level parental involvement schools were more likely to do their homework because completing their homework was considered the norm at these schools. 2.5 What is Parental Involvement? Parental involvement means different things to different people. A recent newsletter published by The Center for Comprehensive School Reform and Improvement (2006) explained that some people equate involvement to chaperoning field trips or volunteering for PTA committees while others define it as attending an open house or signing off on homework folders. National PTA (2006) described parental involvement as regular participation of parents, a two-way process, and meaningful communication involving student academic learning and other school activities. National PTA pays particular attentions to parents, who are economically disadvantaged, disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background. Under National PTA, schools are required to do evaluation and design strategies for more effective parental involvement, and also to revise, if necessary, the parental involvement policies. It also places the responsibility for scho ols to be certain that parent involvement initiatives are properly developed and evaluated. National PTA reauthorized the Elementary and Secondary Education Act (ESEA, 1965) with four principles to frame ways in which families, educators, and communities can work together to improve teaching and learning. These principles include: accountability for results, local control and flexibility, expanded parental choice, and effective and successful programs that reflect scientifically based research. Enhancing connections within families, between families, and with their communities and the institutions that affect them should result in better outcomes for children and their families. These principles stress that parents and schools should be accountable for students achievement. In addition, plans for parental involvement should be flexible to address the local needs and build parents capacity to improve on their childrens achievement (U.S Department of Education, 2004; Family Strengthening Policy Center, FSPC, 2004). The Family Strengthening Policy Center, FSPC (2004), observed that there is no universal definition of what parental involvement in education entails. Some definitions include greater participation in the life of a school, while others are focused on the increased contributions to an individual childs learning process. Still others incorporate the family into the learning process through adult education, parenting, and after school activities. Reenay et al., (2007) defined parental involvement as encompassing three areas: a) direct contact with teachers, b) parental actions at school, and c) parental actions at home. In many schools, parents are engaged in the governance and planning processes in building students achievement goals (FSPC, 2004). Nonetheless, parental involvement takes place when parents actively, resourcefully and responsibly contribute to promote and develop the well being of their communities (Northwest Regional Education, 2001; Jesse, 2009) Davies (1991) defined parental involvement from a shifting perspective. Restructuring the society, communities, and schools leads to the transformation of parental involvement. The following evolving definition illustrates this paradigm shift. 2.5.1 Evolving Definition Parental involvement shifts from parent focus to family focus, family to community agencies, school to home/neighborhood setting, eager parents to hard-to reach families, teachers/administrators agendas to family priorities, and deficit view of urban families to emphasis on inherent strengths of families (Davies, 1991). He further explained that even though non-traditional families are much more common nowadays than they were in the 1950s, alternative family structures are effective and should be recognized by the school. Liontos (1992) mentioned recent beliefs about parents and families that schools should consider when involving them in their childrens education: 1) All families have strengths, 2) parents can learn new techniques, 3) parents have important perspectives about their children, 4) most parents really care about their children, 5) cultural differences are both valid and valuable, and 6) many family forms exist and are legitimate (pp. 30-31). Jesse (2009) noted that parental involvement has two independent components: parents as supporters and parents as active partners. This approach of parental involvement would be insufficient if schools make use of only one of these components. Parents can be active, yet not supportive of the education process and vice versa. He further indicated that parental involvement should take many forms. For example, parental involvement can be reading to children, volunteering at the school, collaborating on decision making committees, and advocating for children. Hewison and Tizard (1980) explained that parental involvement can be focused if the school addresses the following issues: a) define what is meant by parent involvement, b) define what the school means by parental involvement, c) provide examples of parents decision making roles, d) remove structural barriers, and e) identify who else has an interest in increasing the parents role in the school. 2.6 Why parents help? Parents, teachers, and administrators should be equally responsible for the education of children. If schools want to truly ensure academic success of children, schools need to make sure that all educational planning passes through parents first (Patrikakou et al., Weissberg, 2005). According to the National Parent Teacher Association (NPTA), although parents often state that they would like to be more involved in their childrens education, they complain that they feel left out of decision-making at their childrens school. Frankly, some school personnel are not comfortable with the idea of having parents involved in more than the traditional fundraisers. These personnel feel that as long as parents stick to traditional fundraiser events, everything else will be okay. Shatkin Gershberg (2007) and Seeley (1992) found that parental involvement at some schools is seen as a power struggle. When teachers believe that they are the primary person to handle a childs education, then they crea te an unbalanced and unequal partnership. Nevertheless, at least theoretically, most teachers welcome the idea of parent involvement. According to a teachers perceptions study published by the National Parent Involvement Network, 83% of teachers wanted an increase in parental involvement at their schools, and 95% of inner city teachers felt that parental involvement was lacking (Funkhouser, Gonzales, Moles, 1997). Many parental involvement strategies have been used in the past, but schools are still baffled by the lack of parental involvement at the secondary level (Christenson Sheridan, 2001; Drake, 2000). Antiquated parental and family involvement strategies are often cited as a major problem in research. Schools that update their strategies to accommodate the characteristics of their community benefit more than those schools that only use a standard program (Drake, 2000). Other problems may be that most parental involvement strategies are aimed at helping middle class families (Crozier, 2001), focus mostly on primary schools, and do not place much emphasis on minority families. The increased diversity of students and their families presents an even greater challenge to schools and teachers (Lewis, 1992; Wanders et al., 2007). Teachers recognize the benefits of including parents, but consistently complain that parents do not assist in their childrens education (Lewis, 1992). Administrators and educators should not assume that parents automatically know how to involve themselves at school or home. Parents need to be taught how to effectively involve themselves in their childrens schooling. The assumption that every parent knows how to teach their children should be admonished. Parents are not teachers and need to be instructed on how to teach, assist, and encourage their children at home (Quigley, 2000). Ineffective instruction at home by a parent could hinder the academic progress of their children. The National PTA (2006) gave the following suggestions on how to involve parents: a) schools should host orientation sessions for parents on how to be involved, b) have an onsite family resource center, which will give parents access to materials on parenting, c) give parents handouts on curriculum information and teaching methods, d) encourage parents to volunteer in school and at school events, and e) invite parents to sit on committees to participate in school-decision making. Likewise, it should not be assumed that teachers automatically know how to effectively involve parents in the classroom and at home. Epstein (1985) pointed out that the majority of teachers have little to no training on how to involve parents in the classroom. Therefore, most teachers lack necessary skills and knowledge on how to effectively work with parents. Kesslar-Sklar and Baker (2000) found that teachers need guidance from school administrators and consultants such as school psychologists to communicate with parents. In-services and workshops could provide guidance on how to effectively engage parents. Parent engagement is important on all levels of school involvement; however, sometimes schools are confused on what is considered parent engagement or involvement. School administrators and teachers feel that parental involvement is important for the academic success of children, but sometimes the definition of what constitutes parent involvement is often misconstrued between par ents and teachers. According to Epstein and Sanders (2002), there are six types of involvement: a) parenting- assist families with parenting and child-rearing skills, understanding child and adolescent development, and setting home conditions that support children as students at each age and grade level; b) communicating- communicate with families about school programs and student progress through effective school-to-home and home-to-school communications; c) volunteering improve recruitment, training, work, and schedules to involve families as volunteers and audiences at the school or in other locations to support students and school programs; d) learning at home- involve families with their children in learning activities at home, including homework and other curriculum-linked activities and decisions; e) decision making-include families as participants in school decisions, governance, and advocacy through PTA/PTO, school councils, committees, and other parent organizations; and f ) collaborating with the community- coordinate resources and services for families, students, and the school with businesses, agencies, and other groups, and provide services to the community. Schools play an important role in assisting parents with the aforementioned strategies. When these strategies along with parents feeling welcome are in effect, children thrive academically and socially. If parents do not feel welcome at their childs school, they are less likely to be involved (Constantino, 2003). 2.7 How do Schools Engage Parents? Hanke (2006) pointed out that lack of parental involvement is due to lack of helpful information to parents. Emails, phone, letters, newsletters and personal contacts can be made by schools to reach out to parents. If schools communicate with parents regularly and consistently using the various means, the gap between school and parental involvement will be reduced. Students expectations and achievement will increase if families show high levels of interest (National PTA, 1998). Six different areas of parental involvement are identified by Epstein et al., (1997): parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community. Two types of communication exist (The Pacific Resources for Education and Learning, 2006). These two types include one-way (transmittal) and two-way communication. In one-way communication, the school disseminates information to parents on how they can help their children at home. Examples of this type of communica tion are newsletters and informational fliers. The two-way communication is considered much more interactive and perceived as a partnership between the school and families. Examples include surveys and questionnaires structured to collect informational data pertaining to students (The Pacific Resources for Education and Learning, 2006). Reenay and Vivian (2007) explained that even though the invention of new technologies has made it easier for schools to reach out to parents (through emails, cell phones and internet websites), the use of traditional methods in communication has been found to be an effective way for schools to communicate with parents, but this has been limited in use by schools because of time constraints. In addition, it has been assessed that the frequent use of mass communications (newsletters, calendars, letters and handbooks) by school educators has not been effective in changing student behaviors. However, as Jonson (1999) reported, many parents do not communicate with their childrens schools due to a vast number of reasons. For example, their concerns might not be heard or responded to promptly, or they are busy at work. Despite t

Reflection on The Use of Force Essay

The short story †The Use of Force† is a story which is narrated by a character, the doctor. The main character is a normal doctor which appreciates his job and is ready to fulfill his duty; to find out what his patient’s problems are. In the story, he seems to care allot about the child’s health. At one point, he gets mad because all his cooperation with the youngster is getting them nowhere. Anger starts to be felt in the doctor’s cabinet; this is when the patient will have to be forced to get examined by the doctor. The doctor in the story knows how to apprehend patients, he starts out smoothly with the girl, knowing that children usually respond with a good attitude if you are friendly with them. The doctor’s duty is to know exactly what you are sick of, which the girl, for unknown reasons didn’t want to be examined closely. She refused to admit she had a sore throat. The fact that her ignorance could kill her made the doctor insane, he then became more insistent about using physical force to help her out. Even though the doctor’s effort didn’t work, he knew that if he had the full support of her parents, they finally would come to an end with the problem. The doctor enjoyed the feeling of insane anger towards the child; it made him go through the hard struggle of opening the child’s mouth. The anger expressed by him was not directly linked to the girl, but to the situation, he did want to help out the ignorant, suffering girl from the sickness she was hiding. The two characters which bring an essence to the main goal of the story are the doctor and the child. The Doctor then finds pleasure in using force in diagnosing the unpleasant child, which happens to cause her pain. The child therefore, still is fighting back and will not abandon her cause. The child creates the turmoil without being conscious, she is being a painful patient and she is not able to tell whether what she does is good or wrong. It shows us that she is probably a spoiled and rebellious girl, who easily stands out when things aren’t what she wants. The doctor is also part of the undesired situation, he is a key element in the turmoil. He enjoys using force upon  the child to help her out, he wants to prove her she is wrong to act as such. The doctor feels no remorse’s of the actions he took for the child, all he seeks for is satisfaction by proving himself he is helping the young child. The use of force was needed to resolve the situation. It was necessary to have a proper diagnosis of her health to save her. What really came down to the use of force was that the doctor was determined to find out what troubled the parents of the child. It was also that she made him so angry about being stubborn and so hard to handle that he became more and more persistent. To conclude, both of the characters want to win a fight, with misconduct. The doctor is faced with a problem of self discipline and the young girl has a lack of obedience.

Thoreau, New Mexico Report

Kaitlyn Willett Thoreau, New Mexico City Report Practically all residents pronounce the town's name like â€Å"thuh-roo† (similar to â€Å"through† or â€Å"threw†) and definitely not like â€Å"thorough† or â€Å"throw. † Thoreau lies along Interstate 40 and the historic U. S. Route 66. The climate in Thoreau is desert, with sparse vegetation typical of the region. Common plants include pinyon pine and juniper trees, sagebrush, tumbleweeds, and some short, sparse grasses. Summers are relatively mild, due to Thoreau's high elevation and persistently low humidity.Cold, persistent, very high winds are common in spring, usually through much of the month of March. Thoreau supports three public schools in the Gallup-McKinley County Public School District. The public school mascot is the hawk, and the school colors are green and gold. In addition to the Navajo traditional beliefs (medicine men and Native American church) the Saint Bonaventure Catholic mis sion and several Protestant denominations are also active in Thoreau, including Baptists, Latter Day Saints (Mormons), Church of Christ, Church of God, and some independent congregations.The Native American culture and history is strong in Thoreau. The Navajo Nation operates a Chapter House here, and many Navajo residents speak their native language. Thoreau is a local trading center for artisans including rug weaving, sand painting, silver making, pottery making, and turquoise jewelry making. Anasazi archaeological sites connecting with Chaco Canyon can be found in and around the town. In Thoreau, there are only 73. 7% American Indians, 13. 3% Hispanic, and 12. 9% White. As of the census of 2000, there were 1,863 people, 532 households, and 405 families. Thoreau is your typical western setting.Hot days, cold nights, and lots of sand. Rattlesnakes and lizards are commonly found just about everywhere so you have to watch your every step. Though it gets pretty hot, the wind there will knock you down. History is all throughout Thoreau. It is home to the Navajo Indians and once to the Pueblos. The Pueblo Indian ruins are found in Chaco canyon and many are still standing. But how did the Navajo make their way to New Mexico? Starting in the spring of 1864, around 9,000 Navajo men, women and children were forced on The Long Walk of over 300 miles to Fort Sumner, New Mexico. It was a failure for a combination of reasons.It was designed to supply water, wood, supplies, and livestock for 4,000–5,000 people; it had one kind of crop failure after another; other tribes and civilians were able to raid the Navajo; and a small group of Apaches had been moved there. In 1868, a treaty was negotiated that allowed the surviving Navajos to return to a reservation that was a portion of their former nation. I bet almost everyone in here has never in their life heard of Thoreau, New Mexico. But though it is not commonly heard of, it is full of history and culture. To the Navaj o Indians to the huge red mountains and cliffs, it is a town worth visiting.

Is it more useful to analyse Scarface (1932), Scarface (1983) and Goodfellas (1990) as genre films Essay Example

Is it more useful to analyse Scarface (1932), Scarface (1983) and Goodfellas (1990) as genre films Essay Example Is it more useful to analyse Scarface (1932), Scarface (1983) and Goodfellas (1990) as genre films Paper Is it more useful to analyse Scarface (1932), Scarface (1983) and Goodfellas (1990) as genre films Paper Essay Topic: Film Shane The Gangster film has always struggled to maintain a precarious balance; to portray the Gangster as a charismatic and crowd-pleasing character, at the expense of his eventual demise for the social good. The Gangster, as Robert Warshow puts it, is a quintessential tragic hero, a character whose very nature and deeds ultimately condemn them to a short and fruitless existence, outside of the boundaries of normal society. The Gangsters place within cinema is an important one, and the genre has now developed to a point of sophistication far beyond the flailing reach of the petty criminals on which it was based. In this essay I intend to examine exactly how the Gangster genre has changed and developed during its 90 year life span. There are a number of ways in which to go about this, although I will be focusing on four in particular; where the genre came from, the mythology surrounding its protagonists, the development of the genre as a whole (both aesthetically and psychologically), and the film-makers instrumental in this development. This approach, then, will obviously require references to both genre and auteur theory, and so I will establish how these two theories can coexist to develop and redefine a genre. To do this I will draw on much critical debate surrounding genre, as well as referring to specific examples from celebrated and diverse filmmakers and auteurs, such as Martin Scorsese, Howard Hawks and Brian De Palma. Firstly, who is the Gangster, and what allows him to exist? The Gangster genre has had a different development to many of the other staple genres of the studio system. Thomas Schatz, in his seminal book Hollywood Genres, identifies that the other genres being developed concurrently to the Gangster had in fact either been translated from literary formats, or had developed from an already established mythology within American society (the Western is a prime example of both). Conversely, the Gangster film, rather than dealing with modern sentimentality or attempting to rewrite history, was lifted straight out of the newspaper headlines. Schatz, 1981, p. 82) The passing of the vastly unpopular prohibition act in 1919 gave rise to enormous public demand for alcohol, something which many American immigrants and ambitious workers were only too pleased to fulfil. Thus the Gangsters of Americas cities rose to wealth and power by bootlegging quickly produced alcohol, and then distributing to or selling it in the secretive speakeasys, often their own. These Gangsters made great press. The tabloids glorified the enigmatic social rebels and their vertically integrated industry day after day, until criminals such as Al Capone and Hymie Weiss became legendary for their decadent lifestyles and thinly veiled abuse of the system. The Gangster became an inverted hero, a twisted, parasitic advocate of the American Dream that people respected, admired and feared. Thus the mythology of the Gangster was born. D. W. Griffiths (perhaps Hollywoods original auteur) laid the template for the Gangster film with The Musketeers of Pig Alley in 1913. However, it was not until the introduction of cinematic sound in 1927 that the Gangster film became a mainstream genre. The first talking Gangster film, Lights of New York (1928), introduced the Gangster protagonist as he would remain for the duration of the genres Classic period; a charismatic, ambitious underdog whose aspirations consume him, to the point that he kills his friends and his boss, and so must suffer death for his deviance from the social norm. The films that followed invariably portrayed the Gangster in this way, and always depicted him as a social outcast, by way of his foreign status, fatherless upbringing or his role as a disillusioned war veteran. These characters were popular with the audience for a number of reasons. A public disgruntled with prohibition laws, the depression and a bleaker view of the American dream than they once had held found it easy to relate to these ambitious working class heroes. It was also comforting to know that a major institution such as Hollywood was on the same wavelength as themselves, and could point out the intrinsic flaws in the state system. Hollywood product during the post-depression era certainly emphasised this, with films such as The Public Enemy (1931), Scarface (1932) and Angels with dirty faces (1938) all showing the Gangster as being as much a victim of American society as an exploiter of it. The Gangster genre, as I have said, did not have any substantial literary foundation to draw from, and so the genre was initially constructed of an amalgam of literary, journalistic and filmic references. Perhaps though, the most obvious source of inspiration for the Gangster genre was that of the Western. In terms of the setting, the iconography and the structure of the Gangsters society, it seems at first that the two are not very closely related. However, if one is to look beyond the exterior of a Gangster film, many similarities can be identified between the two. For example, both perfectly fit the genre of order suggested by Schatz, as well as readily conforming to Mcconnells genre cycle. This goes further than to prove that they are just formulaic productions of the studio system. If one is to closely examine the various Western heroes that have developed during that genres evolution, it is easy to draw parallels between these characters and the Gangster. The Gangster is a social outcast, relying on his gun and his wits to get him out of trouble. He provides a service to the community (albeit it not a legitimate one) and depends upon that very society for his existence, although he can never be a part of it. Consequently his demise is as inevitable as that of the Western hero, he must either die or ride off into the sunset, as he has performed his duty and now cannot settle into society as he would like (a theme particularly emphasised in some of the more unorthodox Gangster films, such as Brian De Palmas 1993 film Carlitos Way). Thus the Gangster contains elements found in many Western protagonists, the parasitic, violent impulses of the Man With No Name, or the ability to simultaneously crave, protect and shun family values as Shane did, for example. The films deal with different settings and iconography, although the themes remain similar. Whereas the Western hero struggles to transform desert into garden, in the Gangsters world the garden has developed a life of its own and overgrown into the untameable urban jungle, nurturing and subsequently destroying the characters it produces. Therefore, it is true that both the Gangster and the Westerner are a victim of their own environment, and both of them must be banished or destroyed in order to repay their debt to society. The fact that the gun is feared and respected within both genres as the method of entry into the protagonists profession is significant, as the gun also provides the exit from the narrative. The gun is the most important artefact within the genre. It gives raw, masculine power to those who use it, but only at the ultimate price. The Gangster, like the Westerner before him, is inevitably doomed. This brings us to the next stage of our analysis, which filmmakers are responsible for creating such a socially deviant, yet likeable, character? French film critics writing in the Cahiers du cini ma in the late 1950s collectively developed a new theory regarding the construction and internal authorship of Hollywood cinema, which they labelled the politique des auteurs. This politique broke away from the previous theories of filmmaking as a collaborative process, and instead identified one artist as the creator (or author) of the film the Director. They began to identify filmmakers such as John Ford and Howard Hawks, whom had been working during the days of the studio system, and argued that the films of these directors had a distinctive personal style that surpassed the limitations of the factory style of production. American film critic Andrew Sarris was at the vanguard of the English language auteur arguments, and stated that D. W. Griffith had already delineated every Hollywood genre by 1915, The debt that all filmmakers owe to D. W. Griffith defies calculation. Even before The Birth of a Nation, he had managed to synthesize the dramatic and documentary elements of the modern feature film. He effectively argued, then, that the history of cinema could be attributed to a few great men, otherwise known as the auteurs. (The Cinema Book, 1999, p. 2 57) The Gangster film is no exception to this, and this is a genre undoubtedly overrun with auteur directors. The Gangster genre is attractive to many visionary filmmakers for a number of reasons. Firstly, whereas the Classic cycle of the Gangster genre was prematurely shortened with the introduction of a stricter censorship regime, the opposite is now true, with filmmakers allowed unprecedented freedom since the changes in classificatory and self-regulatory laws introduced in the 1960s. This allows modern filmmakers to capitalise on what had been previously forbidden graphic portrayals of sex, drugs and violence that emphasise the level of excess by which the Gangster lives. Secondly, the Gangster genre has always consisted of a highly stylised and overtly character-driven formula, which gives the filmmaker freedom to produce a highly complex psychological portrait of the American criminal. Finally, and perhaps most importantly, the Gangster film has always been intrinsically American in nature stemming from the genres portrayal of the protagonists search for the American dream, and how the unreality of that dream leads to corruption. This gives the filmmaker an almost unparalleled opportunity to cross-examine contemporary American society, and in the process weave an intricate web of corruption and violence that encompasses every part of that society. This cynical and depressing examination is not even possible in that most American of genres, the Western, which is limited by the constraints of rewriting history in an ideologically correct manner. Therefore, the Gangster genre and the Western can be viewed as one. Whilst the Western establishes the American dream and the difficult urbanization of the wilderness, the Gangster acts as an extension of this, with a new breed of cowboy and a new ideological struggle as a result that of trying to maintain the dubious social order that that has risen from the ashes of so many Western heroes. Hence the Gangster can be seen as the most important of Hollywood genres, one in which the filmmaker can lay bare both the foundations and the present condition of American society, and criticise it in a detached manner. It is, then, a genre that encompasses every aspect of America, from flag-waving patriotism to hard-hearted cynicism, and in the process uncovers corruption at every turn. This rich and intriguing subject matter can therefore make for compulsive viewing, and so the genre has attracted a multitude of talented and influential auteurs as a result. Scarface: The Shame of the Nation was directed by Howard Hawks and produced by Howard Hughes, and released in 1932. The Hawks/Hughes partnership was a particularly fertile one, and the two collaborated on many projects during the era of the studio system. This is interesting, as it immediately questions the validity of the directors auteur status, due to the fact that much of the productions raw and violent nature was directly down to Hughes. The film was actually finished in 1930, but due to censorship issues with the (then) MPPDA, the film was only released after two years of lengthy court battles regarding the remorseless moral standpoint of the film, which Hughes, incidentally, won. Despite this however, it is undoubtedly true that Howard Hawks maintained a distinctive artistic style whilst working within the constraints of the studio system, but does this mean that it is more appropriate to consider Scarface as such a production? Scarface is certainly recognisable as one of the very few landmark Gangster films from the Classic stage of the genres cycle. The film is notable in that its main protagonist, Tony Camonte (Paul Muni), shows no remorse for what he has done to achieve his decadent lifestyle. Not only this, but his status as Gangster is not depicted in the same way as characters played by James Cagney or Edward G. Robinson. Schatz mentions that, Munis Scarface is not clearly superior in courage and intelligence to rival his own henchmen. In fact, his rise to power seems somewhat arbitrary, due primarily to the fact that Camonte was among the first gangsters in the city to procure a machine gun, that new innovation in the technology of urban warfare. (Schatz, 1981, p. 91) This seems to indicate that, even though Scarface was among the first of the Classic Gangster films, Hawks was already toying with the psyche of the protagonist. Whereas other Classic Gangster films (such as Little Caesar and The Public Enemy) have a clearly deliniated rise and fall structure, Camonte is in fact at the top of his game when he is destroyed, and his fall is precipitated by the events of a single night. Therefore, it appears that Hawks is attempting to build on and consolidate the mythology of the Gangster, with overt references to the Live fast, Die young existence and the inevitable descent into the gutter of the Gangster protagonist. If this is the way in which an auteur may be defined, then George Stevens is undoubtedly deserving of the same status for his similar attempt at consolidating the mythology of the Western hero in Shane (1953). If not, then we must identify other characteristics that distinguish a Hawks film from other directors working during the same period, such as Mervin LeRoy (Little Caesar) and William Wellman (The Public Enemy). Scarface is certainly an interesting film, in that it confronts both the cinematic taboos at the time of its production (such as its explicit violence), as well as exploring the motives and ethics of the Gangster protagonist. This, then, is undoubtedly the scriptwriter of the films premise as much as the directors. Ben Hecht, an ex-journalist whom would obviously have had an intricate knowledge of the Gangsters of New York and their lifestyles, penned the script for Scarface. Hecht was renowned for his loaded dialogue and intense psychological characterisation, and so much of the credit for making Scarface a distinctive Gangster film must obviously go to him. If this is the case then it is true that Hawks is a distinctive director, but that Scarface is more accurately seen as the product of a trio of influential filmmakers, Hecht the scriptwriter, Hughes the producer and Hawks the director. Many filmmakers have been labelled as auteur during the course of cinema, but few have produced, written and directed their own films entirely self sufficiently. Even directors such as Alfred Hitchcock and Frank Capra, two who have attained the directorial Holy Grail in cinema, their name above the title, have failed to direct a film entirely on their own without artistic input from their writers or producers. Therefore, I suggest that the lone director needs his gang as much as the urban lone wolf needs theirs. The authorship of a film consists of a trio of roles, and it is rare indeed that one filmmaker can perform all three. Hence the auteur theory is flawed, but not so much that it cannot help us to identify a more deviant and intellectually challenging filmmaker. Therefore, I will identify whether the two remaining directors, Scorsese and De Palma, both working in similar genres during the same timeframe, can be classified as auteurs, both in Sarris sense of the word and my own. Brian De Palma has had a chequered history of commercial success within Hollywood. This of course is the best place to begin an analysis of an auteur director, as the definition of an auteur is obviously determined by the industry within which they are working. The Cahiers du cini ma writers, and their English speaking equivalents, believed that an auteur director was one that could take a standard script, star and budget, and yet still stamp a distinctive, individual style on the finished product. Due to the almost completely dominant status of Hollywood products within worldwide film criticism, and the commercially driven factory style of production employed at the time, it was not difficult for these writers to single out directors whom surpassed the production limitations of the studio system. During the days of the studio system, the production methods were so formulaic that if a film had a good script and star, then it was a surefire hit. It was up to the director to simply elaborate on the basics and incorporate their sublimity of expression into what was, most of the time, standard fare. Now things are certainly different. Due to the financer status of the major Hollywood studios, it is now difficult to grant a more distinctive director a budget due to the uncertain financial return on such a project. An auteur director, for all of their artistic integrity and filmmaking prowess, is still undoubtedly going to have a few commercial failures listed in their filmography (take Scorseses The Last Temptation of Christ or De Palmas Mission to Mars for example). De Palma is notable in that he has managed to produce many highly stylised and self-referential films within the Gangster genre stemming from his in-depth knowledge of Hollywood cinema. This knowledge, gained from his studies at New York University, has helped him to identify key elements of genre, and subsequently deconstruct the Gangster film to assist in its development. One particularly good example of this is Carlitos Way. Carlito Brigante (Al Pacino) is a character torn by the dilemma of choosing between the Gangster lifestyle and that of an ordinary citizen. The entire film is told in flashback, as a retrospective acknowledgement of the Gangsters tragic status by the Gangster himself. De Palma and Pacino masterfully portray the rise and fall of the charismatic protagonist, insinuating that the Gangster is created by society (Pacino buys a gun for self-defence, and subsequently becomes drawn deeper into the underworld) and destroyed by it, courtesy of Benny Blanco from the Bronx. Carlito is in fact very similar in nature to Shane; he is a reformist Gangster willing to settle into civilised society, but he cannot have children, maintain a relationship or find legitimate work, and his past will always come back to haunt him. Carlitos Way takes the inevitable demise of the Gangster even further than ever before. Whereas De Palmas 1983 remake of Scarface had portrayed Tony Montoya (Al Pacino) dying in a hail of self-inflicted bullets ten years earlier, Carlitos Way sees us sympathising as the protagonist is destroyed only moments from freedom. Both of these characters are flawed and are not, for the most part, operating within the confines of the law. However, no matter how illegitimate the activities of the Gangster are, De Palmas films invariably portray the society within which the Gangster is working as morally bankrupt, and indeed depict the Gangster as the only character with any real ethical or moral code. This idea of the Gangster as a morally sound and highly honourable character, despite their anti-social status, is one that has been explored regularly within the genre (particularly by another Hollywood auteur partnership, Joel and Ethan Coen in their 1990 film, Millers Crossing). This is a crucial point, as De Palmas juxtaposition of a deeply flawed capitalist ideology and the cinematic requisite of a likeable criminal protagonist has created a fertile ground for criticising American society. Therefore, for these reasons alone it seems that we have found proof positive that De Palma has been instrumental in developing and refining the Gangster genre. De Palma has certainly explored many facets of the Gangster lifestyle and their role outside of society, and has added much to the genre by way of his intricate psychological portrayal of the ethics and motives of the Gangster protagonist. If this is the case, that some directors do indeed independently deconstruct and consequently develop a genre by way of their films, then is it more useful to view auteur directors as a genre unto themselves? Perhaps the fact that a Scorsese or De Palma film is so instrumental in adding to the genres development merits analysis from an individual point of view. If we are to analyse an auteur director within this context, then we must identify what drives such a filmmaker to create such provocative and influential films. It is clear that any director with an intricate knowledge of Hollywood cinema, as well as the various theoretical frameworks used to analyse it, is going to be much better equipped to create what Christopher Frayling terms critical cinema. Should we, therefore, view an auteur director as a filmmaker creating cinema about cinema, within the confines of a certain genre? Should the films of such directors be placed under a sub-genre, or do they in fact push the genre into the next stage of its cycle? Martin Scorsese, like De Palma, has obtained an intricate knowledge of Hollywood cinema through his study of film at NYU. His talent as a filmmaker is undisputed, and perhaps this, coupled with his passion for Hollywood cinema, allows him a critical free reign. Both Scorseses and De Palmas Gangster films accurately fit Schatzs genre of order and McConnells genre cycle, within which all can be placed in the Satire Post-Modern category. Both directors are concerned with consolidating the mythology of the Gangster, mainly by depicting the Gangster as a tragic character of Macbethian proportions, and focusing on satirising the generic rules laid down by Classic directors such as Hawks and LeRoy. Thus films such as Goodfellas are certainly obeying the generic codes and conventions of the Gangster film, whilst still adding a new or deviant twist to the narrative (for example, Henry Hill suffers a fate worse then death in Goodfellas when he is condemned to the life of a shmo under the witness protection program). Films such as Raoul Walshs The Roaring Twenties (1939) and Brian Singers The Usual Suspects (1996) were both primarily concerned with establishing and satirising the mythology of the Gangster respectively. Scorsese and De Palma are certainly noteworthy as auteurs in one respect, their attempts to revitalise a genre with each new film, whilst still conforming to the constrictive nature of a well-established set of generic conventions. Both directors films are constructed of many cinematic references, for example, De Palmas use of many of Hitchcocks most recognisable imagery, or Scorseses imitation of Hawks overhead crowd shot in Scarface (1932). These directors produce self-referential and intertextual films that provoke and stimulate audiences and filmmakers alike, thereby guaranteeing the genres progression to the next stage of its cycle. Goodfellas is a fascinating and diverse film. Scorsese seems to have clearly held in his mind exactly how he wanted his Gangster to appear, and he consequently adds much to the genre by way of his portrayal of the rise and fall of real-life Gangster, Henry Hill. Henry Hill is the embodiment of the twisted, parasitic advocate of the American dream mentioned earlier. He is not a highly intelligent or courageous man, much like Tony Camonte, but proves himself willing to exploit the system at every turn, in order not to end up as just another 9 til 5 shmo. The film satirises the mythology that has built up around the Gangster persona, by emphasising the decadence and glamour of the Gangster life style through a number of distinctive characters. The protagonist, Henry Hill, narrates the film and we realise at the end of the film that he has given us a blow-by-blow account of how he came to be a Gangster by way of a courtroom confession. Throughout the film we are introduced to a number of Henrys surrogate mafia family, all of whom give us a little more insight into the psychology of the Gangster and his underworld. For example, Henrys pathologically insane mentor, Jimmy Conway (Robert De Niro), proves to us that an older Gangster must be erased from society, as the lifestyle begins to take control of its owner. Henrys accomplice Tommy De Vito (Joe Pesci) pushes the violence employed by the Gangsters to the extreme at every available opportunity, swearing and kicking his way into the role of the most psychotic Gangster ever to grace the screen. As for the rest of the family, Paulie is a Gangster stuck in his ways, an old man with a deep-rooted fear of becoming institutionalised by New York State Penitentiary until the end of his days. Henrys headstrong Jewish wife Karen, at first completely at odds with the criminal Italian-American lifestyle, becomes drawn deeper and deeper into the equation before finally resisting the sordid and unbearable lifestyle of the Witness Protection Program, ultimately a much stronger character than her husband. This surrogate family, then, serves to present an inverted microcosm of society. The Gangster values family above all else, and yet ironically is incapable of sustaining any kind of family lifestyle himself. The Gangster community lives off a society that they can never be a part of, on the fringes of civilisation as an outmoded and insecure bunch of immigrant misfits, psychopaths and outcasts. An analysis of the iconography utilised within a Scorsese film is essential to creating a full appreciation of the text, as the characterisation of these Gangsters is emphasised by their clothes, cars, guns and their dependence on these items. The Gangster seems to have literally acquired more money than sense, and Scorsese plays on this with references to their overblown demeanour, terrible gaudy taste and lack of discretion with respect to their criminal activities. However, this is counter pointed by the fact that the Gangster does not fear the law. In fact, the Gangster is above the law. The only things that the Gangster fears is loss of their excessive lifestyle and lacklustre surrogate family, two things that the Gangster cannot avoid, due to his own self-destructive nature. Thus Scorsese emphasises elements of the Gangster only alluded to by Hawks and De Palma. The Gangsters of Goodfellas are parasites unintelligent, violent and excessive characters that live only to exploit society. These characters are irredeemable, everything they touch is corrupted, even that rare commodity (and indeed a commodity they are) in the Gangster film, a good woman. Thus the Gangster is a misogynistic, materialistic degenerate, and yet still captivates the audience with his charisma. The audience can still identify with the criminal, even though they have never performed the acts depicted, because of the Gangsters caricatured status. Upon viewing of a Gangster film the audience must suspend disbelief, emphasising the illusionary and tragicomic nature of the Gangster lifestyle. Therefore it is clear that the films of films of directors such as Scorsese and De Palma are highly critical of the mythology that has developed around the Gangster hero, and so prompt the audience to re-evaluate the Gangster as a character bereft of any socially acceptable features, save for their crowd-pleasing charisma.