User guide for a system Essay Example for Free

User guide for a system Essay This computer quote model was built to the specific requirements of Drum Gurus. It helps the user make an accurate quote for a customer, taking into account many various functions such as calculating VAT and delivery, discounts and service charges. Once the chosen items and the customers details have been entered the model will automatically generate an accurate invoice within seconds. It also helps the user keep to a set budget. System Requirements: Although this system is very simple and easy to use there are some standard requirements for the model to run efficiently and smoothly. Hardware: Software: Minimum: 40GB Ultra ATA/100 7200RPM Hard Drive A colour printer would be also required to print off the invoices. Colour makes the invoice look a lot more professional and an ink jet printer will be just fine. You do not need to splash out on a fancy photocopying and scanning printer when you do not need it. Software: Microsoft Excel 2000 is required to run this model. Installing and using the program: How to install: The model will come on a CD labelled Drum Gurus Model. Open up your CD Drive and insert the disk. Close the drive and wait for the installing window to appear. If the window does not appear do the following: 1. Click start on the taskbar 2. Click on My computer (If it is not here it is usually found on the desktop) 3. Double click on your usually called D Drive which has an icon of a CD. 4. Once it opens you should see the Drums Guru Model. Once you have the following box appearing on your screen: Now all you have to do is double click on the Drum Gurus Model icon and the program will install itself into a new folder. It will automatically install subfolders for customers, folders for the parts names, prices and pictures. You should keep the CD just in case for backup reasons or you have to reinstall for any reason. To save you having to create all the folders we have already done it for you. During the installation the following folders will be created:   Completed Invoices. Customers   Parts   Completed Quotes   Others To create any more folders simple right click and press Create New Folder. Using the program: Now that the model has been successfully installed, double click on the icon to load the program. This screen should appear now: Once this screen appears you can choose which page you would like to go to. Usually the Interface is the first page you will need to see. To enter the just simply click on the button and it will take you there automatically. 1. Firstly enter the customers details 2. Secondly if applicable enter the customers budget. 3. Then one by one select each part from the separate drop down lists. As you select each item the price and total price will automatically be updated. Just click on any drop down menu and choose the selected kit. 4. Once each component has been selected; it then calculates a sub total. From this subtotal the VAT and Shipping charge are added. 5. Once this has all been calculated the final total highlighted in bold will appear giving you the final price. 6. It also works out if the customer is over or under budget. If the customer is over budget it will be indicated in red and the user can either change the certain items or just leave it if the budget is only over a small amount. Here it indicates that I am over budget by i 452. 03 so I should change a few items. Once the user is happy with the computer, then click the Invoice button as seen at the top right in the above screenshot. This is the invoice sheet and it shows all the items that have been chosen. It gives a subtotal, and then shows how much the Shipping and Handling is and the VAT. It then creates the grand total. The big difference here is that it cannot be changed, none of the items or prices can be changed to create a safer process. 7. Then to save the quote for that customer you click on file and then Save As.. This is what it should look like: Locate the folder called Quotes that was already created. Then type in the name of the customer or the unique code number given to every quote for reference. Or you could name it simple like putting his first and last name, however this may not be a good idea because there could be more than one John Smith. The quote can then be simply printed off by clicking file then print and it should fit all onto one page. Troubleshooting: Whilst you use the quote system, you should hopefully not encounter any problems as it all has been thoroughly tested. However there are some validation messages that could cause some confusion. They are designed to stop the user from making a simple mistake, the validation will do that, but the problem is that the user might not know how to correct the mistake which the validation box keeps indicating. This message will appear when a name is entered which is too long. The solution is simple and easy, all you have to do is press cancel type in a shorter name. This message will appear when a telephone number is entered incorrectly. The solution is quite straight forward, just make sure not to leave gaps and enter 020 849382372 keep it all together and only enter numbers no letters. The number entered for the budget may be a ridiculous amount and so try and keep it between   0 and i 5,000. What this message means is that the user has tried to change a formula or a cell that they are not supposed to. You should not need to change any of the cells when this box appears when I tested so there should be no problems. Just click ok and carry on with the order. Advanced Options: Changing the brochure of parts: The prices of the drum parts and accessories are forever changing. This means that the brochure of parts will need to be changed often. Once the brochure of parts has been changed the drop down menus automatically get updated as well. This is how to add or change an item to the brochure. E. g. Say you wanted to get add an Sabian B8 30 ride and also change the price of the Sabian B8 20 ride. This is how you would do it. 1. First click on Data at the bottom of the model. 2. Then locate the Sabian B8 20 ride under the Cymbals Category 3. Enter the amount you would like to change for the price then press enter 4. Then go the bottom and type in the details for the new cymbals 5. To keep it in descending price order in this case you would highlight all of the cymbals and press on the Za button to sort descending. As you can see I have added the new cymbal however it is not in the right order. Now as you can see I have highlighted and now all I have to do is press the Sort Descending button and it will sort the prices out. However there will not be enough drop down menus. But it is easy to change. All you do is right click on the drop down menu on Cymbals and press format Control ou then change the number of drop down lines from 17 to 18. Now you click on input range, it will take you to the data and you highlight the whole of the Cymbals data and press enter and you are done with entering new items. Changing service, VAT, delivery: VAT: At present the VAT is 17. 5%. This is calculated by multiplying the subtotal but 0. 175. To change the VAT all you have to do is enter into the box the designated sum for the VAT. Where it says 0. 175 you just change it to 0. 20 for 20% or 0. 50 for 50%. Shipping and Handling: To change the service charge (Shipping and Handling) is just as simple. You click on the shipping and Handling and in the formula box at the top just change the ammount from 7. 00 to 8. 00. Like this.

Dress solution Essay Example for Free

Dress solution Essay America’s schools have been faced with increased challenges over the last several years. Aside from seeking out new ways to educate students and keeping up with changes in technology, school leaders are facing a continued rise in social problems in their schools. Among these problems are incidents of school violence, gang activity and bullying which create a tension on school grounds nationwide that prevents many schools from fulfilling their mandate to educate students. Sadly, some of the most tragic incidents that occur in schools stem from the type of clothing that is being worn by students. Often theft and violence can be linked to designer clothes and expensive shoes. Sometimes clothing bearing colors and insignias may be used to identify gang affiliation, thereby promoting fear and intimidation among students. Certain styles of clothing also lend themselves toward easily hiding weapons. Furthermore, the pressure to be fashionable and have the latest clothes can take its toll financially and emotionally on students and parents. These issues are beginning to gain momentum, especially among parents, in school districts across the country. Parental support has become the force behind the increase in school districts adopting student dress policies. A recent survey in Hoke County, North Carolina showed an average of 64 percent of parents supported uniforms in the schools. Student dress also drew the attention of the former President Clinton. In a memorandum on school uniforms to the Secretary of Education, he directed the Secretary to â€Å"develop information about how local school districts have made uniforms part of their school safety and discipline programs. † He also requested that information about school uniforms be made available to every school district in the country. There are no perfect solutions to the social problems that exist in today’s schools. However, schools can and should consider practical steps to create an atmosphere of respect and attentiveness for their students. Implementing a student dress policy is one such option. Although little formal research has been done on the effect these policies have on students, the feedback given by those who have implemented school dress policies indicate these policies are making a difference. This paper will explore the types of school dress policies—school uniforms and dress codes—and the effects they are having in today’s schools. Student Dress as Policy The attention given to school dress codes and uniforms has become more and more focused over the last several years. As dialogue increases among parents, students and school officials about what remedies may exist to deal with the problems facing today’s schools, student dress policies have moved to the forefront. The issue received nationwide recognition in 1998 when, in his State of the Union address, President Clinton recommended school uniforms as a method of reducing school violence. Since that time, there has been a notable increase in the number of schools that have considered and implemented a dress policy for their students. More recently, in his State of the State address, North Carolina Governor Mike Easley recommended school dress codes as a means to address behavior in North Carolina’s schools. In his speech Governor Easley asked every school board to â€Å"enforce a reasonable dress code policy because students come to school to learn—not to party. † It appears that leaders on many levels have begun to recognize the potential benefits that school dress policies can have on the school environment. Uniforms: When implementing a school dress policy, some schools are more directives while others take a more passive approach. School uniforms are certainly the more directive method because they tell students what they must wear. A school uniform policy requires students to wear similar looking outfits to class each day. Some schools do offer an â€Å"opt-out† option if the parents agree to it. Others will also make exception for students whose religious beliefs may be hindered by the uniform. The first known public school in the country to adopt a school policy on uniforms was Cherry Hill Elementary in Baltimore, Maryland in 1987. The first major school district to require school uniforms was California’s Long Beach Unified School District in 1994. 6 According to the National Center for Education Statistics (NCES) of the U. S. Department of Education; only about three percent of public schools require uniforms to be worn by their students. Nationwide, at least 37 states, including North Carolina, give local school districts the authority to require uniforms if they choose to. The first county in North Carolina to require uniforms was Halifax County. As of the 2000-2001 school year, they are the only school district in the state to require uniforms in all their schools. 10 The county school uniform regulations require elementary and middle school students to wear certain combinations of khaki bottoms with navy or white shirts (plaid jumpers are allowed for females). High school students must wear a variety of pants and shirts combinations depending on the school they attend. The Halifax uniform policy does ease penalties for financial hardship and exempts students from wearing a uniform if it imposes a substantial burden on a student’s exercise of religious belief. Though no other school districts require uniforms district-wide, some individual schools within school districts have chosen to require uniforms. For example, in North Carolina’s largest school district—Charlotte/ Mecklenburg—23 of the 144 schools have chosen to require uniforms even though they are not required to do so. Dress Codes: Another less stringent approach to student dress policy is the school dress code. A school dress code instructs students on what they cannot wear instead of telling them what to wear (i. e. no hats, no tight fitting clothes, no vulgar or obscene depictions on clothing, etc. ). Dress codes are much more common in North Carolina’s schools than uniform policies. Out of the 117 school districts in this state, at least 48 have some form of dress code in place. One of this state’s most notable school dress code policies is in Johnston County. Their policy not only prohibits inappropriate clothing such as short shorts and sagging pants, but also prohibits abnormal hair colors and body piercing jewelry. Students who violate the policy may receive a short term suspension from school for up to 10 days and students who repeatedly violate the policy may be suspended for the remainder of the year. Other counties, such as Cabarrus, have similar policies, but leave the responsibility of developing rules and regulation up to each school’s principal. The Effect: There has been little scientific study done on the effects of student dress policies. However, there is empirical evidence that continues to mount, especially with the rising number of schools who are considering these options. One survey of schools nationwide conducted by the National Association of Elementary School Principals (NAESP) revealed that one out of five (21 percent) public, private and parochial school principles had either instigated a uniform policy, were currently writing one, or had it on their agenda for consideration. With so many schools and school districts adopting school dress policies, it is important to understand why so many have chosen to do so. The purpose for most, if not all, schools that are adopting uniforms and dress codes is to address the issues of discipline and academic achievement. Classroom disruptions are commonplace in today’s schools and having methods in place to promote a better learning environment have never been more important. Furthermore, little debate remains over the dangers and pressures that exist in schools today. With the increased displays of school violence, many school officials, parents and students have become more determined to find solutions. In determining the effectiveness of school dress policies, there is no more compelling evidence that the feedback from the school principals themselves. Though the majority of public schools do not require uniforms, the feedback is very positive from those who do. According to one survey conducted by the NAESP, principals of schools that have uniform policies in place believe that students stay more disciplined and focused in their studies and feel less peer pressure. According to the study, principals identified the following effects of school uniforms: 79 percent believed uniforms positively affected classroom discipline; 67 percent saw an improvement in student concentration; 62 percent noticed a positive effect on school safety; 72 percent saw an increase in school spirit; 85 percent noted a better perception of the school by the community; and 75 percent indicated a positive effect on peer pressure among students. In North Carolina, the feedback from Halifax County is also positive. Dr. Viola Vaughan, principle at Southeast Halifax High School said that their school uniform policy has done a lot for the students both academically and behaviorally. â€Å"Discipline issues have decreased tremendously,† she said, â€Å"when children look around at each other, they don’t see the name brands and clothing that often divides them. † Dr. Vaughan pointed out that even school assemblies are quieter because students act more respectfully. Alan Sledge, assistant principle at Brawley Middle School in Halifax County, said that their uniform policy was â€Å"very effective and places a very valuable role on the academic setting because the kids are more focused on their books over their clothes. † Feedback on school dress codes has also been positive. According to Don Woodard, a high school principal in Johnston County, the student’s â€Å"demeanor is better and there are fewer disruptions because of teasing, or students being uncomfortable because of the apparel that others are wearing. † He also pointed out that the students have more â€Å"poise and are more well-behaved when they have the sense of being dressed for the occasion of learning. †22 Commenting on his school’s dress code, Shelly Marsh, a middle school principle also from Johnston County, said: â€Å"We have high expectations by having a dress code, students know there are expectations and guidelines that they must adhere to. Students’ attitudes are different according to their dress. † Along with school principals, the U. S. Department of Education has acknowledged the positive effect that school uniforms can have. In their publication â€Å"Manual on School Uniforms,† which was ordered to be sent to every school district in the United States by President Clinton, the Department of Education cited the following potential benefits of school uniforms: (1) decreasing violence and theft; (2) preventing gang members from wearing gang clothing at school; (3) instilling student discipline; (4) helping to resist peer pressure; (5) helping students concentrate on academics; and (6) aiding in the recognition of intruders. Safety and Other Benefits Of all the potential benefits of school dress policies, none is more important than improving school safety. With student violence constantly making the headlines, the clamor for solutions continues to grow. Safety in schools today is essential, and creating an environment that reduces incidents of intimidation and violence is necessary for students to learn effectively. Unfortunately, the demand for high priced designer clothing often puts students at risk of theft and violence from other students. Clothing that indicates affiliation with gangs is also a problem and can cause intimidation and fear in schools. The National School Safety and Security Services, an organization that consults nationwide on school safety and crisis preparedness issues, supports school uniforms and dress codes as a way to â€Å"contribute toward improving the school climate† because it â€Å"can play a significant role in reducing security threats and improving school safety. † According to this safety organization, dress codes and uniforms can help reduce potential problems by: (1) reducing conflict stemming from socioeconomic status, such as comments and personal attacks about who has better clothing; (2) reducing ways in which gang members can identify themselves which, in essence, is a form of intimidation and creates fear; (3) reducing the risk of students being robbed of expensive clothing, jewelry, etc. ; (4) in the case of uniforms, helping school administrators to more easily identify non students, trespassers, and other visitors in the hallways who stand out in the crowd. Notable evidence of the effects of a student dress policy can be seen from the aftermath of California’s Long Beach school district implementing mandatory school uniforms. Since they began requiring uniforms, crime in the school district has dropped by 91 percent, suspensions have decreased by 90 percent, sex offenses have been reduced by 96 percent and vandalism is down 69 percent. Interestingly, these improvements came about without any other security measures having been implemented at the time uniforms became mandatory. In addition, a study released by the Harvard School of Education found that the Long Beach school district was among six districts in the nations 34 largest cities that dramatically reduced their dropout rates. During the past five years, dropout rates have declined from 11. 2 to 2. 7 percent. The Center for the Prevention of School Violence, though not endorsing any specific dress code policies, points out that each of the â€Å"three Ps of school safety† — â€Å"place† (physical security of the school), â€Å"people† (those in the school) and â€Å"purpose† (mission of the school)—can be impacted by school dress policies. This is because dress policies define what is appropriate for the school setting while impacting the way in which people relate and interact with one another. The Center acknowledges that though the research on student dress policies is limited, the anecdotal evidence supports the existence of some form of student dress policy. It is important to remember that the solution to school violence does not lie in one single approach—certainly not in school dress policies alone. Yet, because of the likely benefit of curbing school violence, they should be considered along with other solutions. Student dress policies can also benefit students far beyond keeping them safe. Schools with uniforms say that their students have better self-esteem because without the name brand clothing on display, the students are placed on an equal level. Poorer students do not feel and are not treated as inferior because they don’t have nice clothes. This equality also seems to create a sense of school unity. Dr. Viola Vaughan and Allan Sledge, both principals from Halifax county have witnessed an increase in school unity since uniforms were required. Dr. Arnold Goldstein, head of the Center for Research on Aggression at Syracuse University agrees. He believes that uniforms encourage a â€Å"sense of belonging† because they promote a feeling of community among the students and help make a troubled student feel like part of a supportive whole. These effects contribute to a school’s overall sense of order and discipline. As a result, the learning environment improves—making it easier for teachers to teach and for students to learn. Student dress policies also reduce the cost of clothing for students. Parents whose children wear uniforms do not have to spend extra money on multiple outfits for their children. Instead, they need only invest in a few outfits that conform to the school’s uniform policy. This is particularly helpful to the low-income parents who often feel the financial burden of providing suitable clothes for their children. USA Today reported that in 1998 parents of students in non-uniform schools spent an average of $185 per child while parents of children in uniform schools spent an average of $104 per child. 33 Uniforms also minimize the confusion about what to wear to school each day, relieving students of the chaos of choosing and outfit each day. Dress codes are also helpful for parents when shopping for their children because they provide guidelines for parents when purchasing clothes for their children—often ruling out excessive and expensive articles of clothing that conflict with the school’s policies and keeping student dress within reasonable boundaries. Student dress policies offer authority figures in the schools the opportunity to display their own dedication and discipline. Some schools with dress policies include (or extend the option to) teachers to participate as well. Certainly, if teachers and administrators exhibit the same discipline that is required of the students, it will reinforces the guidelines and make students more likely to comply.

Examples Of National Cinema

Examples Of National Cinema Q: With reference to one or two films ,discuss the ways in which films can operate as examples of national cinema. Draw on relevant academic reading in order to illustrate your answer and develop your argument. National cinema is an important term in studying film. In this essay, we will discover the concept of national cinema through British cinema as an example. In the second part, we will illustrate Stephen Daldrys Billy Elliot(2000) to discuss the ways in the film can operate of nation cinema. National Cinema can be define as film which being produce with the national identity of the country following the aspect from culture, background and political of the particular country. (Hjort, 2000) Our focus will narrow down on the British cinema, which experience the threat from Hollywood towards their local market their intention to break down the Hollywood domination on the local market as well as the media culture pollution brought by the US film after the WWI. The three main issues which need to be overcome by the British Cinema are the production, consumption and representation of their films towards the national audiences (market). (Newland, 2010.) There are many successful film being produce by the national film maker which had receive critical reception internationally examples such as production from Harry Saltzman and Albert R. Broccoli. They combined sex with exotic locations, casual violence and self-referential humor in the phenomenally successful James Bond series with Sean Connery in the leading role. The first film Dr. No was a sleeper hit in the UK in 1962, and the second, From Russia with Love (1963), a hit worldwide. By the time of the third film, Goldfinger(1964), the series had become a global phenomenon, reaching its commercial peak with Thunderball the following year. The revolution of national film which being brought forward by implementing a more liberated attitude to sex, capitalizing on the swinging London image propagated by Time magazine had broke the taboos around the portrayal of sex and nudity on screen. The standard of film quality and blockbuster production of film had been benchmark by the Hollywood film and the genre of the type of movie produce with the element being put into the film. These were not the norm or the culture accepted by the film producer in the British. The more daring approach in including more gore and explicit scene had more appeal to the audiences and the horror movie from the America s The Texas Chain Saw Massacre (1974) had make Hammers vampire films seem increasingly tame and outdated, despite attempts to spice up the formula with added nudity and gore. (Martian, 2004) Although some attempts were made to broaden the range of British horror films, such as the comic adaption from Captain Kronos, Vampire Hunter or the cult favorite The Wicker Man, these films had made little impact at the box office. However there are many Hollywood films with a British dimension (based on British people, stories or events) have had enormous worldwide commercial success. Six of the top seven highest-grossing films worldwide of all time have some British historical, cultural or creative dimensions: Titanic, The Lord of the Rings, Pirates of the Caribbean and the Harry Potter movies. The second culturally American film on the list, Star Wars at number 9, was filmed principally in the UK. (Imdb, 2010.) Adding four more Harry Potter and Lord of the Rings films, plus three about a Scottish ogre in British fairy tale setting (Shrek), and about two-thirds of the top twenty most commercial films, with combined cinema revenues of about $13 billion, had a substantial British dimension. (ibid.) British influence can also be seen with the English Cycle of Disney animated films, which include Alice in Wonderland, Peter Pan, The Jungle Book, Robin Hood, Dalmatians, The, The Rescuers and The Many Adventures of Winnie the Pooh. (Simth, 2003) The British cinema market is too small for the British film industry to successfully produce Hollywood-style blockbusters over a sustained period. As such, the industry has not been able to produce commercial success internationally in comparison. The British film industry consequently has a complex and divided attitude to Hollywood. On the one hand Hollywood provides work to British directors, actors, writers, production staff and studios, enables British history and stories to be made as films, and opens up the US and world markets to a limited participation by some in the British film industry. On the other hand, the loss of control and profits, and the market requirements of the US distributors, are often seen to endanger and distort British film culture. The success from these film had clearly reflect that there is something missing in the British film because with the same resources by the Hollywood there are able to produce blockbuster which create great impact on the national and international reception. Put more emphasis on British cinema production, British support their film industry although Hollywood has a great impact on British cinema. The UK Film Council was created in 2000 aims to develop and promote the widest possible enjoyment and understanding of cinema throughout the nations and regions of the UK. (UK Film Council, 2006). British film Institute, BBC, FilmFour etc. also is a major organization to support and fund British film. However, British film can be funds by Hollywood companies such as The Full Monty funds by Fox Searchlight due to British film have co-production and distribution deal with Hollywood studio. British government offers film tax relief of UK filming. Unfortunately, in recently, a Republican wants to reduce the tax break from 25 percents of the film production to 15 percent.(Cooper, 2010) Murphy, R. in The British cinema book concluded the cause in Britsih cinema finance support by different country: à ¢Ã¢â€š ¬Ã‚ ¦while British cinema may depend upon international finance and audiences for its viability, this may actually strengthen its ability to probe national question, that while cinema has apparently lost its national audience in the cinemas, it may have gained a more fully national audience via television, and that while British cinema may no longer assert the myths of nation with its earlier confidence, it may nonetheless be a cinema which is more fully representative of national complexities than ever before. (Murphy, 2004) In conclude, British cinema is an example to illustrate the national cinema in this essay, of course, there are different cinema can contribute national cinema such as French cinema and Italian cinema. The relationship between national cinema and Hollywood is a worthy discussion topic. The term of national cinema is continent developing by the social and economic change. Billy Elliot (2000) is an example to analysis how a film to operate a concept of national cinema. Billy Elliot is a mixed genres film, it is a social drama with a strong vein of comedy. (Mahon, 2004). In terms of national cinema, Billy Elliot is a British film full of logical. It low budget film supported by BBC Films and National Lottery funds, has a British cast, is directed by British director (Stephen Daldry), editor (John Wilson), cinematographer (Brian Tufano), screenwriter (Lee Hall) and choreographer (Peter Darling). Even the music, by T Rex, the Jam and the Clash is unashamedly British. (Lister, 2000) Obvious, the film was filmed in Great Britain. Story background set in 1984, Durham. Eleven years old main character Billy struggle to be a ballet dancer whiles his family not supporting him. His father and brother are miners whom involved the historic miners strike. Billy continued learn ballet with his private teacher. Billy becomes a famous ballet dance after he overcomes th e problem of financial and family. Billy Elliot is an inspiring and heat-warming film with political, social, and gender issue being raised in the film. In the political part, Billy and his family is a member of Nation Union of Mineworks who involved the miners strike during 1984-1985 in northern England. Although screen writer Lee Hall said they à ¢Ã¢â€š ¬Ã‚ ¦didnt get the broader political context of the miners strike in -frustrating.(Teeman, 2008.) The film distributes the identity and also chronicles the British industry history and strikes and makes the film realistic. It included several scenes depict the conflict and violence between the police and the miners such as crossing the picket and the catchword -scabs. Alan Sinfield concluded those scenes in Boys, Class and Gender: Police with batons and riot shields are seen charging through alleys and houses, overthrowing any sense that private life is immune from the gross activity of the state. (Sinfield, 2006) During that two year was a bitter year for miners and the middle-class, for example, the Elliots family not having coal for heat in the winter. Billys father Jackie gave up on the strike in order to finance Billy to London to further his ballet studies. The cinematography and the scene being capture had provide the audience to visualise one of the most difficult times by the people through poverty and hardship due to the economic and political unrest. For the social part, Class, the films presents the working-class plight in England by Tory government of 1980s.(Kaplan, 2004) Again, the strike had reflect the right of working class to pursuit their welfare. Billys father has not been to London in his entire life. Billy and his father amaze the gorgeous architecture when they go to the Royal Ballet School. Billy Elliot also represents the acceptance and openness in England. In that time is generally accepted that ballet is not for lower class, is for girl and boy do ballet is means he is homosexual. Billy Father Jackie said For girls, not for lads, Billy. after he found out Billy attend the ballet class. In majority people they gendering of ballet as feminine, for boy, they do boxing, football and wrestling. Billy also repeatedly explained that he is not homosexual even he do ballet. Gender, Billy Elliot did not put emphasis on female even the female ballet teacher plays a major impact on Billy. Billy is in close relationship with his father, brother, and his cross-dressing friend Michael. His father, brother and miners against the police in heavy industrial which represent male plat the role of maintain the family and economic pillar. His friend Michael as a homosexual, Billy accepts him and treats him as best friend. In the end of the story, Michael attends to Billys ballet show, he make up and transvestite with a black man who perhaps his boyfriend. Cora Kaplan described the idea of gender issue in The Death of the working-class hero: Billy Elliot, which has a strongly marked gay subtext: to support its homo-social and gently homoerotic narrative, femininity as a negative or abject trope must be cordoned off from the films redefinition of masculinities, both heroic and ordinary. (Kaplan, 2004) Billy Elliot represents the social, political, gender and class issue in British in 1980s. Of course, there are many factors lead to this film success and more British. Scenes setting, national miners strike is a remarkable history in British. Filming in fictional country town Everington, where is a in the real in Durham, northern England. It is one of the largest mining communities to the strike. (Mahon, 2004.) The dispute sequences between police, `scabs and strikes also make the film realism. Beside strike, the landscape in countryside and scenes of Billys house is small, simple kitchen, and crude bathroom depicts the poverty and the life standard of working-class. In the last few scene at Royal Ballet School, London, shows a city, transportation and the grand design in Britain capital in comparison with countryside. In addition, Billy Elliot simple customs also represent the poor mining community hardship in 1980s. For example, in the whole film Billy only wears one short, single t, jeans, jacket and school uniform as his clothing. Billys family even cannot dress warmly and get heat in the winter. Mr. Wilkinson is ballet teacher, middle class, her casual style, messy hair and cigarettes enriched her character. The dialogue delivered in thick lower class British accents and slang. Music is an important part in the film, Billy Elliot is a story about ballet. It surprise that the music is not just included classic music like Swan Lake but also involved rock music and tap dance. The film uses 70s British rock band T-Rex Cosmic dancer and I love to boogie. Its lyrics and style highlight Billy passion in dancing. Town called malice by Jam selected in Billy main dance sequence to shows Billy angry and ambition. The touching, funny, and real history background story with good performance lead to Billy Elliots success in British and international. In Britain, it nominated six and won Best British film, best actor (Jamie Bell) and best supporting actress (Julie Walters) in British Academy of Film and Television (BAFTA) reward. It also nominated three Oscar. This huge success led to the stage, Billy Elliot the Musical opening on 31 March 2005 until present in London. The music is play by famous British songwriter Elton John. The musical continue the success of film while the musical won 10 Tony Awards and production in New York, and Australia. The `British elements in the film which we described above, it seems Billy Elliot is a British full of reasons. Broadcaster Caroline Westbrook reviewed Billy Elliot: Those who have lost faith in the British film industry prepare to have it restored.(Westbrook, 2000) However, some people and academic hold a different opinion, in fact, Billy Elliot was distributed by the largest Hollywood distributor in Europe, UIP. Xan Brooks in The Guardian claims that: Like it or not, Hollywood has shaped homegrown cinema. Billy Elliot, then, is a basic British story told an American Vernacularà ¢Ã¢â€š ¬Ã‚ ¦Of course Luddites may argue that Billy Elliot is therefore not purely British. Except that Britain itself is not purely British any more (at least not in the high Tory sense of the film). (Brooks, 2000) Despite some argument of the `Britsih film Billy Elliot, there is no doubt that the film represents the English national identity in terms of political, social and gender issue. It reflects the British culture in 1980s. Billy Elliot is a suitable example to operate how a film does as a national cinema which we discussed in this essay.

three :: essays research papers

The Macquire Pocket Dictionary states that the word â€Å"revolution† is â€Å"a complete or marked change in something†, this is exactly what happened during the Chinese Communist Party’s rise to power and ousting of the Guomindang. The CCP overthrew the GMD and took over control. One of the main reasons the CCP won was because they had the Peasants on their side. During the GMD rule, the Chinese peasants were poor and slow at their work. When the CCP formed, they offered to help the peasants with their crops and farm, this gained the trust of the peasants and they joined the CCP. The communists said that in their rule, everyone would be equal and that everyone was on the same level of society. The CCP managed to get the peasants to fight with them in their army to overthrow the Guomindang. The loyalty the leader of the CCP had to the people is shown in this quote, â€Å"The people, and the people alone, are the motive force in the making of world history.† There were many quotes just like this one and they gained the peasants trust even more. The CCP, were a small minority that favored the peasants of China. They wanted to give the Chinese peasants more power and more rights, instead of being overlooked the peasants actually mattered to the CCP, as shown in this quote, â€Å"people, and the people alone, are the motive force in the making of world history.† This is why the Red Army that eventually rose to crush the GMD was mainly made up of peasants. The CCP did not believe that one person should own all the wealth or own all the land; they believed that everyone should have the same opportunity. This was a total contrast to the GMD and its policies, and this is why the CCP appealed so widely to the common worker, they promised immediate changes. The GMD favored the rich population of China, this only made up around 5% of the total two billion.

Free Software - the Definition :: Definition Free Software Essays

Free Software - the Definition Free in Free Software is referring to freedom, not price. Having been used in this meaning since the 80s, the first documented complete definition appears to be the GNU's Bulletin, vol. 1 no. 6 , published January 1989. In particular, four freedoms define Free Software: [1] The freedom to run the program, for any purpose. Placing restrictions on the use of Free Software, such as time (``30 days trial period'', ``license expires January 1st, 2004''), purpose (``permission granted for research and non-commercial use'') or an arbitrary limitation of geographic area (``must not be used in country X'') makes a program non-free. The freedom to study how the program works, and adapt it to your needs. Placing legal or practical restrictions on the comprehension or modification of a program, such as mandatory purchase of special licenses, signing of a Non-Disclosure-Agreement (NDA) or - for programming languages that have multiple forms or representation - making the preferred human way of comprehending and editing a program (``source code'') inaccessible also makes it proprietary (non-free). Without the freedom to modify a program, people will remain at the mercy of a single vendor. The freedom to redistribute copies so you can help your neighbor. Software can be copied/distributed at virtually no cost. If you are not allowed to give a program to a person in need, that makes a program non-free. This can be done for a charge, if you so choose. The freedom to improve the program, and release your improvements to the public, so that the whole community benefits. Not everyone is an equally good programmer in all fields. Some people don't know how to program at all. This freedom allows those who do not have the time or skills to solve a problem to indirectly access the freedom to modify. This can be done for a charge. These freedoms are rights, not obligations, although respecting these freedoms for society may at times oblige the individual. Any person can choose to not make use of them, but may also choose to make use of all of them. In particular, it should be understood that Free Software does not exclude commercial use. If a program fails to allow commercial use and commercial distribution, it is not Free Software. Indeed a growing number of companies base their business model completely or at least partially on Free Software, including some of the largest proprietary software vendors.

Is the World Developing a Homogenous Culture? Essay -- Globalization

Introduction In response to globalization, many critics have become concerned with its effects on other cultures. Globalization is not merely the sharing of goods and people, but also the spread of ideology and values. So, what happens when the ideologies of different nations conflict? For those who support the cultural imperialism theory, the answer is simple? The more powerful countries’ ideas prevail, forcing the people of the less powerful country to quickly abandon their former ideas and adapt to the new ones. The result is that authentic cultures are ruined which will lead to a global homogeneous culture. However, those who oppose this theory contend that cultures are not ruined but expanded and enhanced to create more complex and diverse societies. In my paper I examined both arguments as well as the way in which American popular culture is spread. In particular, I will focus on the impact of American influence in Japan and Korea, both of which have been receptive to Americ an culture, and France. Most often, scholars cite media and business as the main form of cultural imperialism, but what is the true effect of watching American television and movies, listening to music, or eating a Big Mac? I don’t believe that there is a significant impact because while people from other cultures may emulate common American images and ideas, they also find different ways to adapt these new ideas into their traditional culture. These different methods of adaptation will lead to an even more complex global culture instead of a homogeneous one, while concepts of ethnocentrism will maintain diversity. Theories First, what is culture? Furthermore, is it destructible? Marvin Harris and Orna Johnson, the authors of Cultural A... ...cohost.com/ehost/detail?vid=16&hid=107&sid=c517a5a1-cad3-4e0a- 8850-8b75290ad3cc@sessionmgr114&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ== Rauth, R. (1988). The myth of cultural imperialism. The Freeman, 38(11), Retrieved from http://www.thefreemanonline.org/columns/the-myth-of-cultural-imperialism/ Rinaman, K. (n.d.). French film quotas and cultural protectionism . Retrieved from http://www1.american.edu/ted/frenchtv.htm Rothkopf, D. (1997). In praise of cultural imperialism?. Foreign Policy, (107), Retrieved from http://www.mtholyoke.edu/acad/intrel/protected/rothkopf.html Top 10 ways kfc in japan is different from kfc in the us . (n.d.). Retrieved from http://www.facingtherisingsun.com/japan-travel-tips-eating/japan-kfc-different U.S. Department of State. (2012, March 5). U.s. department of state. Retrieved from http://www.state.gov/r/pa/ei/bgn/4142.htm Is the World Developing a Homogenous Culture? Essay -- Globalization Introduction In response to globalization, many critics have become concerned with its effects on other cultures. Globalization is not merely the sharing of goods and people, but also the spread of ideology and values. So, what happens when the ideologies of different nations conflict? For those who support the cultural imperialism theory, the answer is simple? The more powerful countries’ ideas prevail, forcing the people of the less powerful country to quickly abandon their former ideas and adapt to the new ones. The result is that authentic cultures are ruined which will lead to a global homogeneous culture. However, those who oppose this theory contend that cultures are not ruined but expanded and enhanced to create more complex and diverse societies. In my paper I examined both arguments as well as the way in which American popular culture is spread. In particular, I will focus on the impact of American influence in Japan and Korea, both of which have been receptive to Americ an culture, and France. Most often, scholars cite media and business as the main form of cultural imperialism, but what is the true effect of watching American television and movies, listening to music, or eating a Big Mac? I don’t believe that there is a significant impact because while people from other cultures may emulate common American images and ideas, they also find different ways to adapt these new ideas into their traditional culture. These different methods of adaptation will lead to an even more complex global culture instead of a homogeneous one, while concepts of ethnocentrism will maintain diversity. Theories First, what is culture? Furthermore, is it destructible? Marvin Harris and Orna Johnson, the authors of Cultural A... ...cohost.com/ehost/detail?vid=16&hid=107&sid=c517a5a1-cad3-4e0a- 8850-8b75290ad3cc@sessionmgr114&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ== Rauth, R. (1988). The myth of cultural imperialism. The Freeman, 38(11), Retrieved from http://www.thefreemanonline.org/columns/the-myth-of-cultural-imperialism/ Rinaman, K. (n.d.). French film quotas and cultural protectionism . Retrieved from http://www1.american.edu/ted/frenchtv.htm Rothkopf, D. (1997). In praise of cultural imperialism?. Foreign Policy, (107), Retrieved from http://www.mtholyoke.edu/acad/intrel/protected/rothkopf.html Top 10 ways kfc in japan is different from kfc in the us . (n.d.). Retrieved from http://www.facingtherisingsun.com/japan-travel-tips-eating/japan-kfc-different U.S. Department of State. (2012, March 5). U.s. department of state. Retrieved from http://www.state.gov/r/pa/ei/bgn/4142.htm

Musket Wars

The first major cause of the Musket Wars was the introduction of European Technology, particularly Muskets. This changed the economy of Maori society, as they had no form of currency so trade was their means to gain power and ‘wealth’ This created the danger of one tribe, in this case Nga Puhi growing increasingly powerful and influential, therefore their supplies of these muskets and weaponry growing exponentially in size. In 1821 Nga Puhi leader Hongi Hika acquired 300 muskets after trading them for his gifts he received from the King of England.This became a turning point in the Wars as it gave him overwhelming power for his tribe in the North. Muskets greatly altered the way in which Maori fought battles, as these muskets could cause far more death and destruction than previous weaponry used by the Maori. Historians such as Angela Ballara argue that the Muskets were not the cause of the actual start of the War, the war could just as easily be called ‘Potato war s’ as many Maori fought for food supply, but because of the destructive nature of the muskets, without their role the Wars could have taken a very different path.The introduction of Muskets also amplified tensions between Nga Whatua and Nga Puhi, as Nga Puhi acquired more and more muskets, other tribes particularly Nga Whatua felt threatened by the potential use of these muskets, and confrontation between these now heavily armed tribes became inevitable. The colonization of NZ by Europeans and subsequent consequences support the ‘Fatal Impact theory’, which states that impact of European society on Maori lead to the general downfall of Maori, but it is impossible to blame the Musket Wars entirely on European impact.Prior to European contact the Maori had a well-established political system between iwis. For them war was an essential part of this, as a means of declaring land ownership. Wars were fought quickly between short distances, resulting in fewer deaths. T he first war fought with muskets was the battle of Moremanui in 1908, when Nga Whatua secured a victory of Nga Puhi, as they tried to reload their muskets.The leader of Nga Puhi Hongi Hika wished to execute revenge on Ngati Whatua for the defeat, thus leading to his acquisition of muskets and intertribal warfare. The conclusion can be made that the Maori pre-established political system of which war was an integral part, was a major factor leading to the intertribal warfare of the Musket Wars, but European impact was the factor that made the warfare so destructive and lead to the many fatalities.