Forrest gump essays

Forrest gump essays Every movie portrays society a certain way, but many times we are not even aware of this. For example, a movie might have a scene set in a city, and the movie will portray the people and society around that city a certain. But as we watch the movie, we are so focused on the events that are happening, that many times we fail to recognize how the film is affecting our perception of that society. So in this paper, I will analyze the way in which the movie, Forrest Gump, portrays society. I chose to analyze this movie because I think it is interesting how the film really depicts two different, contrasting societies within America. The first depiction is of society in the south, in the town of Greenbo, Alabama. Even though the movie takes place during the late 1960s, society in the south is seen as having not really changed at all, and still holding on to the conservative stronghold of moral values and the importance of the family. It is a very simplistic, Christian, white male society. This is contrasted very sharply with the instability, rebellion, and anti-authoritarian attitude of the rest of the country. Throughout the movie this stark comparison can be seen. For example, there are many scenes involving drugs, sex, and rebellion. The war protest scene especially stands out as an example of this. The guy is dressed up in an American Flag outfit, but his entire message is anti-American, and it seems like almost every word out of his mouth is a profanity. We also see scenes of Forrest experiencing sexual activity for the first time, and scenes of war and unrest. But in spite of all that is going on in the nation at that time, the viewer is showed images inside the barbershop in Greenbo, and Mrs. Gumps house. They are viewing these images on the television, but they appear so far off and distant. Especially the scene in the barbershop in which the men are watching these historical events take ...

Drug Dose and Its Concentration at Receptors Essay - 1

Drug Dose and Its Concentration at Receptors - Essay Example These factors are discussed in more detail below, based on the description of Goodman, et al. (2011, ch. 2). The characteristics of the drug molecule itself that affect the drug’s concentration at the receptor site include its molecular size, degree of ionization, lipid solubility, and its affinity for serum and tissue proteins. The plasma membrane (of skin or intestinal cells, for example) is a common barrier to drug distribution; drugs that are not lipid soluble will not be able to permeate the membrane and not reach the target site. A drug of small molecular size will travel more easily through the membranes than a larger molecule, reaching the target in higher concentrations. Ionized molecules, and those that bind to proteins, also have difficulties in passing through the membrane. If the drug has a tendency to ionize at the pH of the intestinal lumen or the blood, the ionized form will have difficulty passing through lipid plasma membranes. If the drug interacts with tran sporter proteins on the cell membrane, its uptake into the cell may be increased or decreased, depending on the direction in which the transporter moves the drug. For example, the P-glycoprotein in enterocytes limits the oral absorption of some cancer chemotherapeutic agents by exporting them back into the lumen of the GI tract. Similarly, it has been found that multidrug transporters such as P-glycoprotein (PGP) and members of the multidrug resistance-associated protein (MRP) family are over-expressed in capillary endothelial cells in epileptogenic brain tissue, and, by transporting anti-epileptic drugs out, these proteins may be responsible for the pharmacoresistance of the epileptic brain to anti-epileptic drugs (LÃ ¶scher and Potschka, 2002).

Malcolm knowles Assignment Example | Topics and Well Written Essays - 750 words

Malcolm knowles - Assignment Example In one of his books, Platon’s Educational Ideas, Kapp highlights the necessity for lifelong learning. Kapp argues that education, educating the character and self reflection of the character are the first essentials in human life. He analyzes the education of an individual and combines the inner personality character and the outer objective competencies, deriving a conclusion that learning occurs not only through teachers but also through life experiences and self reflection. Later in 1920’s, the theory found its roots through a group of scholars from Germany. Their idea was sophisticated and theory-oriented and was not extensively shared thus it was forgotten. The 1950’s saw the emergence of publication of Andragogy in Germany, Netherlands, Yugoslavia and Switzerland. The application of the theory was still known to insiders. The theory gained global recognition in 1960’s by the influence of Malcolm Knowles. Knowles published this theory in 1968 under the title â€Å"Andragogy, not Pedagogy†. The theory became widely known and was applied majorly for adult education (Melick, Richard & Shera 112). The andragogic model as formulated by Knowles highlights five issues that need to be considered and addressed by formal educators. First, the learning candidate should be informed of the importance of learning and why. This assumption (or principle) does not emphasize on the reasons why the students/ learners are in the classroom but rather on the importance of each item they are taught when in the classroom. Secondly, the learners should be shown how to guide and direct themselves through information. This includes respecting the learning styles of the candidates. There are generally three learning styles; visual, kinetic and auditory. Visual learners rely mostly on pictures. They understand the education topic much better by use of illustrations, graphs and diagrams and adapt

Increase of the staff effectiveness Essay Example | Topics and Well Written Essays - 500 words

Increase of the staff effectiveness - Essay Example It is imperative for managers to provide clear messages and instructions in order to prevent misunderstandings. The ability to communicate well in the workplace is not limited to the managerial staff. The blue collar workers also have to learn to express themselves better. This is a non-training ability that has to be improved by the individual on a personal basis. If a person has weaknesses expressing thoughts the person should look for help. Simple exercises such as standing in front of a group to realize an oral presentation can help a person gain confidence. Non-training needs are important because they can help workers become more involved in their work setting. It is essential to build a corporate culture in which the workers feel comfortable with their dealings at work in alliance with the rest of their colleagues. Due to the importance of teamwork in the workplace non-training needs can help the workforce become more reactive to the changes in their work environment. 2. The t hree stakeholders involved in the case study are the initiator, the active listener, and the evaluator. In the real world the application of these three roles are sufficient to find solutions to a particular problem. The initiator is the person that establishes cause for a problem. This person will usually have a strong view or perspective about the issue.

Smoke-laden Essay Example for Free

Smoke-laden Essay We read the following Sherlock Holmes stories; The adventure of the veiled lodger, The speckled band, The red headed league, The crooked man and The silver blaze. In detail I studied The adventure of the veiled lodger, The speckled band and The silver blaze. In terms of narrative of the characters, the use of language, Structure and the authors view point and then compared them. In The veiled lodger Holmes is passed on a message by a landlord, from a tenant. It said do you wish to find out what really happened to Mr. Render. When Holmes and Watson got to the house they find out that the tenant was Mrs. Render. They also found out that Mr. Render did not die the way they originally thought, which was being attacked by a lion, but it was a murder carried out by Mrs. Render and her lover called Leonardo. They did this because of the way that Mr. Render treated Mrs. Render, he would abuse her when she commented on how he had other women. They made the murder look like it was a lion from the circus attacking him, by using a club with nails attached, to look like claws but the plan went wrong. They managed to attack Mr. Render but when Mrs. Render opened the loins cage to let the lion loose from the cage the smell of blood had sent it wild and it turned on Mrs. Render. The Speckled Band is about a family of two sisters and their step father. The mother had died and left a sum of money in the step fathers possession to keep the whole family going. When the daughters gets married some of the money was to go to them, so that the money in the end will be split three ways between them. When one daughter does get engaged she starts to notice strange occurrences, like a low whistle early in the morning about three am which is not normal. She then dies in mysterious circumstances and the case was never solved. When the second of the daughters got engaged she had to move into her sisters old room as her room was supposedly being decorated, she too started to hear a low whistle early in the morning. She then comes and finds Holmes and explains her situation she asks him to investigate what is happening. Holmes looks at all the evidence and clues only to discovers that the step father is planting a deadly snake in their bed each night and then calls it back after so long using a whistle and milk. The plan was that the snake would bite the daughters and then he could call the snake back before someone could see it. In The silver blaze Holmes is called to investigate the murder of a man and the where abouts of a lost racing horse. When Holmes gets to the site he notices something even before he has left the carriage, he stays sat down quiet for a moment and when he gets up he doesnt say what it was he noticed, which was that some of the sheep seemed to be lame. When the case is closed he then reveals what he found and how he got his conclusion. What actually happened was the victim had drugged the stable boy and taken the horse out in to the moors, where he attempted to take a nick out of a bone of the horse so that would be paralysed . It would therefore lose its next race. He did this because he had a bet on another horse to win. But the plan went wrong when he started to cut the horse, as it kicked him in the head killing him. The horse had wondered off and had been found by the rival horse trainer and then hidden. In these three short stories there are some big similarities, they all contain a murder they are either at the start of the story, end or both. The plots begin very close to the start of the stories this makes the readers intrigued sooner and therefore continue to read the stories. The odd murder is in The veiled lodger where the story is been told as past not present like The Speckled Band and The silver blaze. There are more similarities in The Speckled Band and The silver blaze because of this. For instance both the stories were solved by Holmes instead of Holmes been told the story, this could have a negative effect upon the reader because it is harder for them to become involved in the story as they already know the outcome. The characters in The veiled lodger and The Speckled Band have similarities between them, for example Helen and Mrs. Render both have a dominant male in there lifes who they fear. Helen goes behind Dr. Royllots back to see Holmes and does not confront Dr. Royllot. Mrs. Render also describes Mr. Render as being the devil. But there are still some similarities with The silver blaze, for example the victims wife in The silver blaze and Mrs. Render in The veiled lodger both have men which dont stay faithful to them. In The veiled lodger Mrs. Render is a middle aged widow, she got married young to the circus manager and found out too late it was a wrong decision because he physically abused her. This drove Mrs. Render to her limits and she planned his murder. She did this with Leonardo a lover of hers he was the strong man in the circus. He came up with the killing method but when the plan did go wrong he ran from the scene. When the other people heard Mrs. Render they came to help and Leonardo came to. This shows what judge of character Mrs. Render has, it is clear that she has a poor judge of character.

Adolf Hitler :: essays research papers fc

Adolf Hitler’s Early Years Adolf Hitler’s childhood was different than most, but alike at the same time. Here you will see what went on in his family, what happened during decision making of secondary school, and what he did after school before he became the man everyone knows. Adolf Hitler was born April 20, 1889. Adolf lived with his family on a small farm outside of Linz, Austria. His mother’s name was Klara. Hitler became very attached to her in his childhood. Alois was the name of his father. His father was in the Austrian Civil Service. Alois was used to giving orders so he demanded a lot of chores around the farm for the children. When Hitler was seven, the family moved off the farm to Lambach, Austria. To Hitler this meant fewer chores and more time for play. There Hitler went to an old Catholic Benedictine Monastery School. He took part in boy’s choir and also did very well at this school. He thought very highly of the priest and considered to be one for a while. At age nine he was caught smoking a cigarette by a priest. He was forgiven and not punished. His brother, Alois, Jr., described Hitler as quick to anger. He loved to play Cowboys and Indians when he was young. This gave way to battle re-enactments. Adolf’s little broth er, Edmund, died at the age of 6 from the measles. This was the first time Hitler had to confront a real death instead of the fake ones he sees when he was playing. This seemed to shake him up badly. His little brother was buried in a cemetery right outside of Hitler’s room. He developed a dream to be an artist before he entered secondary school (1). There were two different secondary schools, classical and technical. Hitler wanted to enter the classical school to become an artist, but his father wanted him to follow in his footsteps and go to the technical school. He ended up going to the technical school and did not do so well. He was held back his first year. Hitler thought that if his father would see how poorly he was doing in technical school that his father would allow him to go to the classical school where he could fulfill his dream. This career choice brought many arguments between Adolf and his father because his father thought that the idea of becoming an artist was ridiculous. Adolf Hitler :: essays research papers fc Adolf Hitler’s Early Years Adolf Hitler’s childhood was different than most, but alike at the same time. Here you will see what went on in his family, what happened during decision making of secondary school, and what he did after school before he became the man everyone knows. Adolf Hitler was born April 20, 1889. Adolf lived with his family on a small farm outside of Linz, Austria. His mother’s name was Klara. Hitler became very attached to her in his childhood. Alois was the name of his father. His father was in the Austrian Civil Service. Alois was used to giving orders so he demanded a lot of chores around the farm for the children. When Hitler was seven, the family moved off the farm to Lambach, Austria. To Hitler this meant fewer chores and more time for play. There Hitler went to an old Catholic Benedictine Monastery School. He took part in boy’s choir and also did very well at this school. He thought very highly of the priest and considered to be one for a while. At age nine he was caught smoking a cigarette by a priest. He was forgiven and not punished. His brother, Alois, Jr., described Hitler as quick to anger. He loved to play Cowboys and Indians when he was young. This gave way to battle re-enactments. Adolf’s little broth er, Edmund, died at the age of 6 from the measles. This was the first time Hitler had to confront a real death instead of the fake ones he sees when he was playing. This seemed to shake him up badly. His little brother was buried in a cemetery right outside of Hitler’s room. He developed a dream to be an artist before he entered secondary school (1). There were two different secondary schools, classical and technical. Hitler wanted to enter the classical school to become an artist, but his father wanted him to follow in his footsteps and go to the technical school. He ended up going to the technical school and did not do so well. He was held back his first year. Hitler thought that if his father would see how poorly he was doing in technical school that his father would allow him to go to the classical school where he could fulfill his dream. This career choice brought many arguments between Adolf and his father because his father thought that the idea of becoming an artist was ridiculous.

Philosophy of Curriculum Essay

My philosophy of curriculum as it pertains to this course and through my new eyes at the end of the course, points to the constructivist-style curriculum as the most logical, meaningful, purposeful, intellectual, and authentic exemplars to model after. Focusing on a more educational description of constructivism, the meaning is intimately connected with experience. I believe students come into a classroom with their own experiences and a cognitive structure based on those experiences. These preconceived structures are valid, invalid or incomplete. The learner will reformulate his/her existing structures only if new information or experiences are connected to knowledge already in memory. Inferences, elaborations and relationships between old perceptions and new ideas must be personally drawn by the student in order for the new idea to become an integrated, useful part of his/her memory. Memorized facts or information that has not been connected with the learner’s prior experien ces will be quickly forgotten. In short, the learner must actively construct new information onto his/her existing mental framework for meaningful learning to occur. So what is the support structure for a constructivist learning setting and how do they differ from a classroom based on the traditional or didactic model? The current American classroom, whether grade school or college level, tends to resemble a one-person show with a captive but often comatose audience. Classes are usually driven by â€Å"teacher-talk† and depend heavily on textbooks for the composition of the course. There is the idea that there is a fixed world of knowledge that the student must come to know. Information is divided into parts and built into a whole concept. Teachers serve as pipelines and seek to transfer their thoughts and meanings to the passive student. There is little room for student-initiated questions, independent thought or interaction between students. The end result is that the instruction set forth for the learner is solely memorization of the facts and no conceptual depth and understanding (Erickson 30). In a constructivist setting, knowledge is not objective; mathematics and science are viewed as systems with models that describe how the world might be rather than how it is. This is an example of the differences between the world of the declarative and procedural knowledge and thinking to understanding the critical empirical and explanatory principles within the curriculum. The role of the teacher is to organize information around conceptual clusters as seen in a concept map and in Gowin’s Vee, in order to help pose questions and unusual situations to engage the student’s interest. Teachers assist the students in developing new insights and connecting them with their previous learning. Ideas are presented holistically as broad concepts and then broken down into parts. The activities are student centered and students are encouraged to ask their own questions, carry out their own experiments, make their own analogies and come to their own conclusions and then eventually applying the new found knowledge and information to brand new situations. Becoming a constructivist teacher is a difficult change since most teachers are prepared for teaching in the traditional manner. It has taken me these past two school years to â€Å"shift my paradigm† and adopt a new one but it does work if you are dedicated to putting in the time and effort to building your own curriculum built around the standards and back by the foundations that have been laid by Piaget, Dewey, Novak, Gowin, Erickson and the many others. These psychologists and experts in the mind and education have contributed to the following characteristics of what I believe is a representation of a constructivist teacher: 1. One of many resources that the student may learn from, not the primary source of information. 2. Engage students in experiences that challenge previous conceptions of their existing knowledge. 3. Allow student responses to drive lessons and seek elaboration of students’ initial responses. Allow student some thinking time after posing questions. 4. Encourage questioning by asking thoughtful, open-ended questions. Encourage thoughtful discussion among students. 5. Use cognitive terminology such as â€Å"classify,† â€Å"analyze†, and â€Å"create† when framing tasks. 6. Encourage and accept student autonomy and initiative. Be willing to let go of classroom control. 7. Use raw data and primary sources, along with manipulative and interactive physical materials. 8. Don’t  separate knowing from the process of finding out. 9. Insist on clear expression from students. When students can communicate their understanding, then they have truly learned. In summary, constructivist teaching offers a bold departure from traditional didactic classroom strategies. The goal is for the learner to play an active role in absorbing knowledge onto his/her existing mental framework. The ability of students to apply their school-learned knowledge to the real world much more valued over memorizing bits and pieces of knowledge that may seem unrelated to them. Curriculum designed with the constructivist approach requires the teacher to relinquish his/her role as sole information-dispenser and instead to continually analyze his/her curriculum planning and instructional methodologies. Clearly, the constructivist approach opens new avenues for learning as well as challenges for the teacher trying to implement it but isn’t it worth it? I believe it is worth every ounce.