An Introduction to Medical Anthropology

An Introduction to Medical Anthropology Medical anthropology is a field of anthropology focused  on the relationship between health, illness, and culture. Beliefs and practices about health vary across different cultures and are influenced by social, religious, political, historical, and economic factors. Medical anthropologists use anthropological theories and methods to generate unique insights into how different cultural groups around the world experience, interpret, and respond to questions of health, illness, and wellness. Medical anthropologists study a wide array of topics. Specific questions include: How does a particular culture define health or illness?How might a diagnosis or condition be interpreted by different cultures?What are the roles of doctors, shamans, or alternative health practitioners?Why do certain groups experience better or worse health outcomes, or higher prevalence of certain diseases?What is the connect between health, happiness, and stress?How are different conditions stigmatized or even celebrated in specific cultural contexts? In addition, medical anthropologists study the factors that affect or are affected by the distribution of illness, and are also closely attuned to questions of inequality, power, and health. History of the Field Medical anthropology emerged as a formal area of study in the mid-20th  century. Its roots are in cultural anthropology, and it extends that subfield’s focus on social and cultural worlds to topics relating specifically to health, illness, and wellness. Like cultural anthropologists, medical anthropologists typically use ethnography – or ethnographic methods – to conduct research and gather data. Ethnography is a qualitative research method that involves full immersion in the community being studied. The ethnographer (i.e., the anthropologist) lives, works, and observes daily life in this distinctive cultural space, which is called the field site. Medical anthropology grew increasingly important after World War II, when anthropologists began to formalize the process of applying ethnographic methods and theories to questions of health around the world. This was a time of widespread international development and humanitarian efforts aimed at bringing modern technologies and resources to countries in the global South. Anthropologists proved particularly useful for health-based initiatives, using their unique skills of cultural analysis to help develop programs tailored to local practices and belief systems. Specific campaigns focused on sanitation, infectious disease control, and nutrition. Key Concepts and Methods Medical anthropology’s approach to ethnography has changed since the field’s early days, thanks in large part to the growth of globalization and the emergence of new communication technologies. While the popular image of anthropologists involves living in remote villages in far-off lands, contemporary anthropologists conduct research in a variety of field sites ranging from urban centers to rural hamlets, and even in social media communities. Some also incorporate quantitative data into their ethnographic work. Some anthropologists now design multi-sited studies, for which they conduct ethnographic fieldwork in different field sites. These might include comparative studies of health care in rural versus urban spaces in the same country, or combine traditional in-person fieldwork living in a particular place with digital research of social media communities. Some anthropologists even work in multiple countries around the world for a single project. Together, these new possibilities for fieldwork and field sites have broadened the scope of anthropological research, enabling scholars to better study life in a globalized world. Medical anthropologists use their evolving methodologies to examine key concepts, including: Health disparities: the differences in the distribution of health outcomes or disease prevalence across groupsGlobal health: the study of health across the globeEthnomedicine:  the comparative study of traditional medicine practices in different culturesCultural relativism:  the theory that all cultures must be considered on their own terms, not as superior or inferior to others. What Do Medical Anthropologists Study? Medical anthropologists work to solve a variety of problems. For instance, some researchers focus on health equity and health disparities, trying to explain why certain communities have better or worse health outcomes than others. Others might ask how a particular health condition, such as Alzheimer’s or schizophrenia, is experienced in localized contexts around the globe. Medical anthropologists can be divided into two general groups: academic and applied. Academic medical anthropologists work within university systems, specializing  in research, writing, and/or teaching. In contrast, applied medical anthropologists often work outside of university settings. They can be found in hospitals, medical schools, public health programs, and in nonprofit or international non-governmental organizations. While academic anthropologists often have more open-ended research agendas, applied practitioners are typically part of a team trying to solve or generate insights into a specific problem or question. Today, key research areas include  medical technologies, genetics and genomics, bioethics, disability studies, health tourism, gender-based violence, infectious disease  outbreaks, substance abuse, and more. Ethical Considerations Both academic and applied anthropologists face similar ethical considerations, which are typically overseen by their universities, funders, or other governing organizations. Institutional review boards were established in the U.S. in the 1970s to ensure ethical compliance for research involving human subjects, which includes most ethnographic projects. Key ethical considerations for medical anthropologists are: Informed consent:  ensuring that research subjects are aware of any risks and consent to participate in the study.Privacy: protecting participants health status, image or likeness, and private information  Confidentiality:  protecting the anonymity (if desired) of a research subject, often by using pseudonymous names for participants and field site locations Medical Anthropology Today The most well-known anthropologist today is Paul Farmer. A physician and an anthropologist, Dr. Farmer teaches at Harvard University and has received widespread acclaim for his work in global health. Other key figures in medical anthropology include Nancy Scheper-Hughes, Arthur Kleinman, Margaret Lock, Byron Good, and Rayna Rapp. The Society for Medical Anthropology is the primary professional organization for medical anthropologists in North America, and is affiliated with the American Anthropological Association. There are scholarly journals devoted solely to medical anthropology, such as Medical Anthropology Quarterly, Medical Anthropology, and the online journal  Medicine Anthropology Theory.  Somatosphere.net  is a popular blog focusing on medical anthropology and related disciplines.  Ã‚   Medical Anthropology Key Takeaways Medical anthropology is a branch of anthropology focused on the relationship between health, illness, and culture.Medical anthropologists can be divided into two key fields: applied and academic.While medical anthropologists study a wide range of issues and topics, key concepts include health disparities, global health, medical technologies, and bioethics. Sources â€Å"American Anthropological Association Statement on Ethnography and Institutional Review Boards.† American Anthropological Association, 2004.Crossman, Ashley. â€Å"What is Ethnography? What It Is and How To Do It.† ThoughtCo, 2017.Petryna, Adriana. â€Å"Health: Anthropological Aspects.† International Encyclopedia of the Social Behavioral Sciences, 2nd edition. Elsevier, 2015.Rivkin-Rish, Michele. â€Å"Medical Anthropology.† Oxford Bibliographies, 2014.â€Å"What is Medical Anthropology?† Society for Medical Anthropology.

Prepositions with Enamored

Prepositions with Enamored Prepositions with Enamored Prepositions with Enamored By Maeve Maddox A reader is troubled by the use of enamored by instead of enamored of. (British enamoured). It may be because I read a lot of British literature, but the only usage with enamored that sounds â€Å"right† to me is â€Å"enamored of,† as in Titania’s remark when waking from the spell in A Midsummer Night’s Dream: â€Å"Me thought I was enamoured of an Asse.† However, another preposition is acceptable with enamored, but it’s not by; it’s with. Merriam-Webster gives these examples: tourists were enamored of the town a beautiful Indian girl with whom he was enamoredWalter Havighurst The verb enamor may be used transitively, as in â€Å"Rosamond Vincy enamored Dr. Lydgate.† That means that she affected him in such a way as to make him fall in love with her. More usually, enamor is cast in the passive: â€Å"Dr. Lydgate was enamored of Rosamond Vincy.† Here, the meaning is that he was inflamed with love for her. Paul Brians, an English professor at Washington State University offers this helpful mnemonic: If you’re crazy about ferrets, you’re enamored of them. It is less common but still acceptable to say â€Å"enamored with†; but if you say you are enamored by ferrets, you’re saying that ferrets are crazy about you. I’ll offer my own view as to how one might choose between of and with to use with this verb: Use â€Å"enamored of† when speaking of romantic love: â€Å"Marc Antony was enamored of Cleopatra.† Use â€Å"enamored with† when speaking of mere fascination or interest: â€Å"Charlie is enamored with his new iPad.† As for â€Å"enamored by,† remember the ferrets. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:"Because Of" and "Due To" 8 Types of Parenthetical PhrasesJanuary 1 Doesn't Need an "st"

BMW X5 Advertising campaign Essay Example | Topics and Well Written Essays - 2500 words

BMW X5 Advertising campaign - Essay Example The BMW pays more attention on offering the customer with the element of performance by way of pinpoint navigation furthermore with exactitude suspension system that would place the driver in situation where he / she would be able to be in contact with his/her atmosphere as well as notify the driver of the instantaneous environment. The direct opponents for the BMW consist of the extravagance car manufacturers from Japan, the United States and the additional European countries. Internationally BMW's leading US contenders are ford, Cadillac, Lincoln, Buick and Chrysler .Furthermore the Japanese competitors consist of Lexus Honda and Toyota .The BMW contends close by within Germany plus internationally with the other EU corporations. Like the Mercedes Benz, Audi in addition to the Jaguar. BMW targets the prosperous women among the ages of twenty five moreover forty. In view of the fact that within the practical luxury markets the conventional male authority is decreasing the target market of BMW is made up of both the genders. (Marion Maguire, 2004) While BMW still aims for the luxury car market stratosphere (the 7-Series and Rolls, neither of which amount to much) and slums it in the lower reaches (the premium-priced MINI line), the propeller badge might as well be a rifle sight. And yuppies are in the crosshairs. No car until today has been recognized with a meticulous tread of the corporate ladder than a BMW. Nobody articulates "mover and shaker" further than an alphabet broth 3 otherwise 5 inside a reserved parking position. This is not the top window; the truthfully exceedingly positioned drive with a little more charisma. The BMW is the ne plus ultra for the upper middle executives, the commercial clones whose cars ought to stand out from the common, cynics may pronounce practical machines motivated by the corporation's minor lights. Through out the travel. Within the Ultimate Driving Machine. It does not really matter if a BMW tends to subsist up to its leash line, presently as long as this company suit-wearing herd associate purchases the brief. The eventual driving in query is representational; the BMW brand signifies the single intelligence "drive" acknowledged as the individual aspiration. Not to create an expression, if you possess a BMW, you are moving frontward. Over and done. Upwards. The BMW's current, extraordinary accomplishment is attached almost completely to the volatile accomplishment of this well nourished corporate demographic. A few disputes that the brands budge down marketplace have damaged their brand prestige. The contradictory may perhaps be factual. Sarcastic as it hums, alluring to the upper middle class bunch approach might have forced the propeller people's goods to even better stature, sales wise Andrew Dederer 2008. Competition: Q7 of Audi Through the advent of an innovative description of the BMW X5, Drive figured it was a good quality point in time to appraise the higher end of soft roader region. An approximate 70 per cent of the sales of the innovative X5 are diesels - despite the detail that it fetches an $1800 premium over the petrol

Response to Posts of Students Essay Example | Topics and Well Written Essays - 1250 words

Response to Posts of Students - Essay Example (O’Mara, et al., 2011). Because the definition specified by the D&I benchmarks is too broad, it ceases to be a definition for lack of focus. For instance, most common among staffing requirements necessarily distinguish along the lines of â€Å"education, geography, work style, work experience, job role and function, thinking style and personality type† – geography to know that the applicant is accessible to work in certain geographic areas, and the rest to ascertain that the candidate can do the job expected of him. Their inclusion in the â€Å"broad† definition, as specified in the benchmarks, appears overly intrusive into management prerogative. If alignment of organizational goals and commitment to diversity are in accordance with the broad definition, such may effectively compromise business success or even survival. I believe that business prerogative has a right to discriminate according to education, work style and experience, job role and function, thinking style and personality type, and to specify geographic accessibility, when deciding among applicants for a position, because each of these bears directly upon the very reason for the applicant’s employment. Reference: Department of Commerce, (1999). Best practices in achieving workforce diversity: Vice President Al Gore’s National Partnership for Reinventing Government Benchmarking Study. Retrieved from http://vizedhtmlcontent.next.ecollege.com/CurrentCourse/ Best%20practices%20in%20achieving%20workforce%20diversity.pdf O’Mara, J. & Richter, A. (2011) Global Diversity and Inclusion Benchmarks: Standards for Organizations Around the World. Retrieved from http://www.omaraassoc.com/pdf/GDIB_2011.pdf Response to the post of Student 2: Leslie Gaines The post identifies one practice as being easiest to accomplish, and that is the establishment of an internal diversity committee. The reason given is that the committee can be delegated the task of complying wit h or managing the nine other practices listed. The justification provided does not appear to substantiate the claim that this practice is easiest; in fact, it is the direct contradiction thereof. Because all the other practices, which are conceded by Student 2 to be more difficult, are to be discharged by the committee, then the selection of committee members shall be a most difficult task, with qualifying criteria of the most stringent standards, and pursuant to a most thorough selection procedure. Even then, the designation of a committee is but a delegation, meaning that top management may entrust the task, but not the responsibility and accountability thereof, to the committee. Holding the committee responsible is a dereliction of duty by management, which in the end must oversee the committee’s actions. The post further states that the item which does not deserve to be listed among the ten best practices is the distinction between diversity and Affirmative Action or EEO. The reason given is that the world is changing and that there is nothing the ‘good old boys’ can do to stop it. The implication here is that managers belonging to the old school would prefer to distinguish between the two for some selfish, improper reason. Whatever the reason may be, there

Formative Assessment Essay Example for Free

Formative Assessment Essay These methods also enable me, as a teacher to measure success within the classroom. To evaluate whether learning is taking place, there are three assessment methods to use. Initial Assessment: To assess the learning capabilities of the learner an initial assessment will take place. This will enable me to determine whether there are any learning difficulties that may affect the learning and teaching process. Once any difficulties are found the relevant support can be given to the learner. Formative Assessment: This method is used to monitor the learning progress of the learners during the course. It will enable me to provide feedback on their progress and also give the learner the opportunity to give me feedback on my performance. This method can also highlight ant problems that may need o be addressed. Summative Assessment; Summative assessments takes place at the end of each course or learning session. It will assess to what extent learning has been achieved and to enable me to re-evaluate my own teaching methods. This will allow verifiers to assign course grades and certification. 1. 2 EXPLAIN THE USE OF METHODS OF ASSESSMENT IN LIFELONG LEARNING To explain how assessments show progress and achievement, it is essential to learn what an assessment is. Assessment for learning is a term used to describe how evidence of student learning is recorded by me the teacher and is used by both students and teachers to decide where a student is within their learning and what they need to do better or to keep to the level that they are working at. Assessment for learning is a very effective way to put on record that learning and good teaching are being achieved. Assessment for learning is a joint process between student and teacher where both are engaged in an on-going process of student progress and development. The assessment to use will depend on the subject in my case spanish and any requirements of the organisations involved. Although all teachers should use some initial assessment to identify needs of the learner and to see if they have any previous experience in the language work set to them which in my subject would be spanish. Assessment methods can be recorded for group or individualls to reflect on the ability of the students. The student or learning group and the activities you select and the learning outcomes might affect your choice of assessment methods in a lesson. Formative assessment takes place during learning with the purpose of improving learning and involves me as the teacher giving feed back into the learning process to help me as the teacher, to decide whether a student is ready to move on or needs to practice what is being learnt, or has still yet to learn. It is usually the teacher’s final decision as to whether a student is ready to move on to the next stage of the course. Formative assessment can take a variety of forms; peer and self assessment, verbal and written, questioning and marking. Summative assessment happens at the end of a course. To measure and talk to the student/groups about what they have learned so far in the lessons. Summative learning is less about informing and improving the learning process but more about measuring the end result; for example end of year exam. 1. 3 Compare the strengths and limitations of assessment methods to meet individual learner needs. Student questioning is an effective way for engaging students within the learning process, obtaining existing knowledge of the chosen course and demonstrating, thinking and understanding of the students enables me to informally yet formatively assess their knowledge and the understanding of the progress the student is making with their studying. For example; at the beginning of my micro teach session, which was a De-fragmentation learning exercise, I asked the group if any of them had any previous experiences. This aided me in what level to teach the group. A good ice-breaker can be used as a group activity, as in my micro teach i got the group to exchange questions and answers with the person next to them to get the group engaged. I then dealt with each learner individually by asking them how they were getting on and if they understood the subject. This simple but effective method engaged the group, then I could address the learners individually and provide individual needs for the said learner. David Miliband stated: ‘We need to do more than engage and empower pupils and parents in the selection of a school: their engagement has to be effective in the day-to-day processes of education, at the heart of the way schools create partnerships with professional teachers and support staff to deliver tailor-made services, In other words we need to embrace individual empowerment within as well as between schools. ’ References: Milliband,D (2004)’Personalised learning meeting individual learner needs’ Published by The Learning and kills Network. 2. Understand ways to involve learners in the assessment process. 2. 1. Explain ways to involve the learner in the assessment process. Carol Boston says ‘Black and William (1998b) define assessment broadly to include all activities that teachers and students undertake to get information that can be used diagnostically to alter teaching and learning. Under this definition, assessment encompasses teacher observation, classroom discussion, and analysis of student work, including homework and tests. Assessments become formative when the information is used to adapt teaching and learning to meet student need. Where and how do we include students in the formative assessment process? What is the role of technology in this feedback cycle? ’ Formative assessment, as I understand it, is an on-going process where both teachers and students evaluate assessment evidence in order to make adjustments to their teaching and learning. Robert Marzano has called it one of the more powerful weapons in a teachers arsenal. The formative assessment process can strengthen students abilities to assess their own progress, to set and evaluate their own learning goals, and to make adjustments accordingly. Formative assessment can also elicit valuable feedback from students about what teachers are doing effectively and what they could do better. Student Self-Assessment and Reflection Activities which promote meta-cognitive thinking and ask students to reflect on their learning processes are key to the formative assessment process. When students are asked to think about what they have learned and how they have learned it (the learning strategies theyve used), they are better able to understand their own learning processes and can set new goals for themselves. Students can reflect on their learning in many ways: answering a set of questions, drawing a picture or set of pictures to represent their learning process, talking with a partner, keeping a learning log or journal, etc. Goal Sheets Having students set their own goals and evaluate their progress toward achieving them is an effective part of the formative assessment process. Goal setting has a positive effect on student motivation and learning when the goals are specific and performance based, relatively short-term, and moderately difficult. Goal sheets are an effective way to help students set goals and track their progress. It is best to identify specific goals. For example, I will read in English for 20 minutes each night is more specific than I will read more. Also, goals need to be achievable in a short period of time and not impossibly difficult. The teacher can model how to set effective goals and also how to evaluate ones progress toward achieving them by asking students to periodically write or talk about what they have achieved, what they still would like to achieve, and how they will do it. 2. 2. Explain the role of peer and self-assessment in the assessment programme F. Dochy (2006) said ‘The growing demand for lifelong learners and reflective practitioners has stimulated a re-evaluation of the relationship between learning and its assessment, and has influenced to a large extent the development of new assessment forms such as self-, peer, and co-assessment. Three questions are discussed: (1) what are the main findings from research on new assessment forms such as self-, peer and co-assessment; (2) in what way can the results be brought together; and (3) what guidelines for educational practitioners can be derived from this body of knowledge? A review of literature, based on the analysis of 63 studies, suggests that the use of a combination of different new assessment forms encourages students to become more responsible and reflective. The article concludes with some guidelines for practitioners. ’ Principles for using self and peer assessment 1. The purpose for using self and peer assessment should be explicit for staff and students A major reason for using self and peer assessment is for its role in developing students skills in improving learning and in helping students to improve their performance on assessed work. Additionally, it has a place as a means of summative assessment. 2. There is no reason why peer and self assessment should not contribute to summative assessment In many such cases such assessment will not contribute a major proportion of the mark until it has been well tried and tested. However, in a well-regulated scheme, there is no reason to limit the proportion of the marks involved. It is particularly important that the principles below are noted. 3. Moderation For any situation in which the mark from peer or self assessment contributes towards the final mark of the module, the member of staff should maintain the right to moderate student-allocated marks. The initial step in alteration of a student-allocated mark may be negotiation with the student(s) concerned. 4. Instances of unfair or inappropriate marking need to be dealt with sensitively Any instances of collusive (friendship) marking need to be dealt with sensitively and firmly. 5. The quality of feedback on student work must be maintained In situations of self and peer assessment, students are usually in a position to learn more than from situations of tutor-marked work. They learn from their engagement in assessing and frequently from oral, in addition to written feedback. However, the tutor should monitor the feedback and, where appropriate, elaborate it to ensure that students receive fair and equal treatment. 6. Assessment procedures should always involve use of well-defined, publicly-available assessment criteria While this is true of all assessment, it is particularly true where relatively inexperienced assessors (students) are involved. The assessment criteria may be developed by the tutor, but greater value is gained from the procedure if students are involved in developing the criteria themselves. 7. Involvement of students in assessment needs careful planning Many students see assessment as a job for staff, but at a later stage they are likely to recognise the benefits to their academic learning and skill development. Initial efforts will take time and tutor support. For these reasons, it is preferable that the use of peer and self assessment is seen as a strategy to improve learning and assessment across a whole programme. The common situation is for these assessment procedures to appear in isolated modules, often not at level 1. 8. Self and peer assessment procedures should be subject to particularly careful monitoring and evaluation from the tutor and students point of view It can take time for such procedures to run smoothly and for this reason, the initial involvement of relatively few marks or solely formative assessment is wise. Student feedback to the tutor on the procedure will be important. 9. The use of peer and self assessment should be recognised as skill development in itself Such procedures are not just another means of assessment but represent the development of self-appraisal/evaluative, analytical, critical and reflective skills. These are important as employability skills and can be recognised in the learning outcomes of a module. References: Dochy,F (2006) Studies in Higher Education. Published by Web of Science(2006) 3. 1. Explain the need to keep records of assessment of learning. Record keeping is part of the role and responsibility of the tutor and some often these records are required by law or codes of practice in the institution or industry. But there are boundaries and legislation regarding what can be collected and kept and how it can be used. The Data Protection Act 1998 states that records must be kept securely, be relevant and not excessive, accurate and up to date and not kept for longer than necessary. Students can request a copy of all information held about them under The Freedom of Information Act 2000. All important things to bear in mind. The need for keeping records I like that you are forced to think about why there are these records, not just what they are or how they work. Why are these records being kept, to what end? †¢ Track progress †¢ Prove achievement. †¢ Identify issues such as low attendance / learning difficulties †¢ Ensure all sections of course have been completed It could be that a lot of these are required by your institution. But I’m not sure that’s the best answer: â€Å"because I have to†. Take it one step further back and think about why the organisation requires you to keep or submit them. Once you’ve thought about what records you need then it is on to how you collect and categorise that information. The types of records you would maintain A lot of this focuses more on the pastoral side, which I think is nice. Make sure you show a variety of types of records, to show you have thought about the full spectrum: †¢ Attendance and assessment †¢ Everything in between †¢ Tutorials, one to ones, learning reviews / goals / plans 3. 2. Summarize requirements for keeping records of assessment in an organisation. Recording and Keeping Assessment Results Most organisations have a process in place for recording the results of assessments, and so does your Registered Training Organisation. It is not uncommon as well for assessors to maintain their own records in case of any follow up or appeals. A generic approach would be: †¢ Assessor either records or passes on the results for recording †¢ Assessor checks that the result has been accurately recorded †¢ Result provided to learner There are several reasons why the results need to be kept: †¢ Feedback to learner †¢ Legislative requirements †¢ Record in case of appeal †¢ Company records for future training needs Recognition of Prior Learning Another reason to maintain a record is for the recognition of prior learning and credit transfer processes. If outcomes can be matched by different training organisations detailed records of exactly how competency is assessed simplify the process. It also means, the competency a learner has acquired in one environment may be considered in another, different environment. With records a learner can apply to have prior learning recognised often before commencing a new training program. While it is necessary to keep a record of the actual result, it can be useful to also keep details on how the assessment was made. Training Records and Confidentiality Generally speaking, the only way an external person is able to access another persons record is with the written permission of the person involved. |Access to records must be restricted for the sake of confidentiality. | | |Generally, managers and supervisors have limited access to personal files, but consider: | | |Who should have access to assessment records? | | |Why would they need the information? | | |What level of detail do they require? | | Each organisation will have a policy and procedures for access that should comply with ethical and legal obligations. It would be worthwhile checking your store policy and procedures in relation to this area.

Ballard Fuel Cell :: essays research papers

THE BALLARD FUEL CELL The Ballard fuel cell is a power generating device which combines hydrogen (which can be obtained from methanol, natural gas, petroleum) and oxygen without the use of combustion in order to generate electricity. Since fuel cells operate very quietly and efficiently and their only emissions are pure water and heat they are expected to be the future of power generating machines. The PEM fuel cell is made of two plates with a plastic membrane coated with a catalyst in the middle. Hydrogen is then fed through the channels on one side of the plates and oxygen is fed through the other side. The hydrogen and oxygen atoms are drawn toward each other. Only one part of the hydrogen atom – the proton – can pass through the membrane. The electron has to take the long way around through an external circuit. This creates electricity. The oxygen side attracts protons and electrons that have traveled through the external circuit. This is where the byproducts water and heat are formed. Each fuel cell operates continuously as long as hydrogen is supplied. Single cells are combined to produce the required amount of power. PEM fuel cells operate at around 90 degrees Celsius and give off 90 degrees Celsius of heat, which is a fairly low temperature. This is much better than high temperature combustion engines, which operate at about 2500 degrees Celsius and give off 125 degrees Celsius of heat. This means the Ballard fuel cell can react quickly to load changes and makes it ideal for motor vehicles. Which is why Honda, Nissan, Volkswagen Yamaha, Daimler Chrysler and Ford have commercialized the use of these cells. The cities of Vancouver and Chicago are currently testing Ballard’s fuel cell transit buses. They are seeing the maintenance requirements of the pollution free buses as well as the public reaction to the program.

The Hunters: Phantom Chapter 3

The bright morning sun shone on the long, winding drive that led to the garage behind the boardinghouse. Puffs of white cloud scudded across the light blue sky. It was such a peaceful scene that it was almost impossible to believe that anything bad had ever happened in this place. The last time I was here, thought Stefan, putting on his sunglasses, it was a wasteland. When the kitsune had held sway in Fel ‘s Church, it had been a war zone. Children against parents, teenage girls mutilating themselves, the town half-destroyed. Blood on the streets, pain and suffering everywhere. Behind him, the front door opened. Stefan turned quickly to see Mrs. Flowers coming out of the house. The old woman wore a long black dress, and her eyes were shielded by a straw hat covered with artificial flowers. She looked tired and worn, but her smile was as gentle as always. â€Å"Stefan,† she said. â€Å"The world is here this morning, the way it should be.† Mrs. Flowers stepped closer and gazed up into his face, her sharp blue eyes warm with sympathy. She looked as if she were about to ask him something, but at the last minute seemed to change her mind and instead said, â€Å"Meredith cal ed, and Matt, too. It seems that, against al the odds, everyone has survived unscathed.† She hesitated, and then squeezed his arm. â€Å"Almost everyone.† Something twisted painful y in Stefan's chest. He didn't want to talk about Damon. He couldn't, not yet. Instead, he bowed his head. â€Å"We owe you a great debt, Mrs. Flowers,† he said, choosing his words with care. â€Å"We never could have defeated the kitsune without you – you were the one who held them at bay and defended the town for so long. None of us wil ever forget that.† Mrs. Flowers's smile deepened, an unexpected dimple flickering in one cheek. â€Å"Thank you, Stefan,† she said with equal formality. â€Å"There is no one I would have rather fought alongside than you and the others.† She sighed and patted his shoulder. â€Å"Although I must be getting old at last; I feel the need to spend most of today dozing in a chair in the garden. Fighting evil takes more out of me than it used to.† Stefan offered his arm to assist her down the porch steps, and she smiled at him once more. â€Å"Tel Elena that I'l make those tea biscuits she likes whenever she's ready to leave her family and come visit,† she said, then turned toward her rose garden. Elena and her family. Stefan imagined his love, her silky blond hair tumbling about her shoulders, little Margaret in her lap. Elena had another shot at a real human life now, which was worth everything. It had been Stefan's fault that Elena lost her first life – he knew that with a hard certainty that gnawed at his insides. He had brought Katherine to Fel ‘s Church, and Katherine had destroyed Elena. This time he would make sure Elena was protected. With one last glance at Mrs. Flowers in her garden, he squared his shoulders and walked into the woods. Birds sang at the sun-dappled edges of the forest, but Stefan was headed much deeper in, where ancient oaks grew and the underbrush was thick. Where no one would see him, where he could hunt. Stopping in a smal clearing several miles in, Stefan took off his sunglasses and listened. From nearby came the soft crackle of something moving beneath a bush. He concentrated, reaching out with his mind. It was a rabbit, its heart beating rapidly, looking for its own morning meal. Stefan focused his mind on it. Come to me, he thought, gently and persuasively. He sensed the rabbit stiffen for a moment; then it hopped slowly out from under a bush, its eyes glassy. It came toward him docilely and, with an extra mental nudge from Stefan, stopped at his feet. Stefan scooped it up and turned it over to reach the tender throat, where its pulse fluttered. With a silent apology to the animal, Stefan gave himself over to his hunger, al owing his fangs to click into place. He tore into the rabbit's throat, drinking the blood slowly, trying not to wince at the taste. While the kitsune had threatened Fel ‘s Church, Elena, Bonnie, Meredith, and Matt had insisted he feed on them, knowing human blood would keep him as strong as possible for the fight. Their blood had been almost otherworldly: Meredith's fiery and strong; Matt's pure and wholesome; Bonnie's sweet as dessert; Elena's heady and invigorating. Despite the foul taste of the rabbit in his mouth, his canines prickled with remembered hunger. But now he wouldn't drink human blood, he told himself firmly. He couldn't keep crossing that line, even if they were wil ing. Not unless his friends' saf ety was at risk. The change from human to animal blood would be painful; he remembered that from when he had first stopped drinking human blood – aching teeth, nausea, irritability, the feeling that he was starving even when his stomach was ful – but it was the only option. When the rabbit's heartbeat stopped altogether, Stefan gently disengaged. He held the limp body in his hands for a moment, then set it on the ground and covered it with leaves. Thank you, little one, he thought. He was stil hungry, but he had already taken one life this morning. Damon would have laughed. Stefan could almost hear him. Noble Stefan, he would scoff, his black eyes narrowing in half-affectionate disdain. You're missing all the best parts of being a vampire while you wrestle with your conscience, you fool. As if summoned by his thoughts, a crow cawed overhead. For a moment, Stefan ful y expected the bird to plummet to earth and transform into his brother. When it didn't, Stefan gave a short half laugh at his own stupidity and was surprised when it sounded almost like a sob. Damon was never coming back. His brother was gone. They'd had centuries of bitterness between them and had only just started to repair their relationship, joining together to fight the evil that always seemed drawn to Fel ‘s Church and to shield Elena from it. But Damon was dead, and now Stefan was the only one left to protect Elena and their friends. A latent worm of fear squirmed in his chest. There was so much that could go wrong. Humans were so vulnerable, and now that Elena had no special powers, she was as vulnerable as any of them. The thought sent him reeling, and immediately he took off, running straight toward Elena's house on the other side of the woods. Elena was his responsibility now. And he would never let anything hurt her again. The upstairs landing was almost the same as Elena remembered it: shining dark wood with an Oriental carpet runner, a few little tables with knickknacks and photographs, a couch near the big picture window overlooking the front drive. But halfway to the stairs, Elena paused, glimpsing something new. Among the silver-framed photos on one of the smal tables was a picture of herself and Meredith and Bonnie, faces close together, grinning widely in caps and gowns and proudly brandishing diplomas. Elena picked it up, holding it close. She had graduated from high school. It felt odd to see this other Elena, as she couldn't help thinking of her, her blond hair pul ed back in an elegant French twist, creamy skin flushed with excitement, smiling with her best friends, and not remember a thing about it. And she looked so carefree, this Elena, so ful of joy and hope and expectations for the future. This Elena knew nothing of the horror of the Dark Dimension or the havoc the kitsune had caused. This Elena was happy. Glancing quickly among the photos, Elena located a few more she hadn't seen before. Apparently this other Elena had been queen of the Snow Bal , though Elena remembered Caroline had won that crown after Elena's de ath. In this picture, however, Queen Elena was resplendent in pale violet silk, surrounded by her court: Bonnie fluffy and adorable in shiny blue taffeta; Meredith sophisticated in black; auburn-haired Caroline looking aggrieved in a tight silver dress that left very little to the imagination; and Sue Carson, pretty in pale pink, smiling straight into the camera, very much alive. Tears stung Elena's eyes once more. They had saved her. Elena and Meredith and Bonnie and Matt and Stefan had saved Sue Carson. Then Elena's gaze landed on another photograph, this one of Aunt Judith in a long, lacy wedding dress, Robert standing proudly beside her in a morning suit. With them was the other Elena, clearly the maid of honor, in a dress the color of green leaves, holding a bouquet of pink roses. Beside her stood Margaret, shining blond head ducked shyly, grasping Elena's dress with one hand. She was wearing a ful -skirted white flower girl's dress tied with a wide green sash, and she clutched a basket of roses in her other hand. Elena's hands shook a little as she put this picture down. It looked as if a good time had been had by al . What a pity she hadn't actual y been there. Downstairs, a glass clinked against the table, and she heard Aunt Judith laugh. Putting aside al the strangeness of this new past she'd have to learn, Elena hurried down the stairs, ready to greet her future. In the dining room, Aunt Judith poured orange juice from a blue jug while Robert spooned batter onto the waffle iron. Margaret was kneeling behind her chair, narrating an intense conversation between her stuffed rabbit and a toy tiger. A great surge of joy fil ed Elena's chest, and she grabbed Aunt Judith in a tight hug and spun her around. Orange juice spil ed across the floor in a wide arc. â€Å"Elena!† scolded Aunt Judith, half laughing. â€Å"What's the matter with you?† â€Å"Nothing! I just I love you, Aunt Judith,† Elena said, hugging her tighter. â€Å"I real y do.† â€Å"Oh,† said Aunt Judith, her eyes soft. â€Å"Oh, Elena, I love you, too.† â€Å"And what a beautiful day,† Elena said, pirouetting away. â€Å"A wonderful day to be alive.† She dropped a kiss on Margaret's blond head. Aunt Judith reached for the paper towels. Robert cleared his throat. â€Å"Are we to take it that you've forgiven us for grounding you last weekend?† Oh. Elena tried to figure out how to respond, but after she'd been living on her own for months, the whole concept of being grounded by Aunt Judith and Robert seemed ridiculous. Stil , she widened her eyes and put on an appropriately contrite expression. â€Å"I'm truly sorry, Aunt Judith and Robert. It won't happen again.† Whatever it is. Robert's shoulders relaxed. â€Å"We'l say no more about it, then,† he said with obvious relief. He slid a hot waffle onto her plate and handed her the syrup. â€Å"Do you have anything fun planned for today?† â€Å"Stefan is picking me up after breakfast,† Elena said, then paused. The last time she had talked to Aunt Judith, after the disastrous Founder's Day pageant, Aunt Judith and Robert had been seriously anti-Stefan. They, like most of the town, had suspected him of being responsible for Mr. Tanner's death. But apparently they had no problem with Stefan in this world, because Robert simply nodded. And, she reminded herself, if the Guardians had done what she asked, Mr. Tanner was alive, so they couldn't have suspected Stefan of kil ing him†¦ Oh, it was al so confusing! She went on: â€Å"We're going to hang out in town, maybe catch up with Meredith and the others.† She couldn't wait to see the town back to its old, safe self and to be with Stefan when, for once, they weren't battling some horrible evil but could just be a normal couple. Aunt Judith grinned. â€Å"So, just another lazy day, hmm? I'm glad you're having a nice summer before you go off to col ege, Elena. You worked so hard al last year.† â€Å"Mmm,† said Elena vaguely, cutting into her waffle. She hoped the Guardians had gotten her into Dalcrest, a smal col ege a couple hours away, as she'd requested. â€Å"Come on up, Meggie,† Robert said, buttering the little girl's waffle. Margaret scrambled up onto her chair, and Elena smiled at the obvious affection on Robert's face. Margaret was clearly his darling little girl. Catching Elena's eye, Margaret growled and thrust the toy tiger across the table toward her. Elena jumped. The little girl snarled, and her face was momentarily transformed into something savage. â€Å"He wants to eat you with his big teeth,† Margaret said, her little-girl voice hoarse. â€Å"He's coming to get you.† â€Å"Margaret!† Aunt Judith scolded as Elena shuddered. Margaret's briefly feral look reminded her of the kitsune, of the girls they had driven mad. But then Margaret gave her a huge grin and made the tiger nuzzle Elena's arm. The doorbel rang. Elena crammed the last bite of waffle into her mouth. â€Å"That's Stefan,† she mumbled around it. â€Å"See you later.† She wiped her lips and checked her hair in the mirror before opening the door. And there was Stefan, as handsome as ever. Elegant Roman features, high cheekbones, a classical straight nose, and sensual y curving mouth. He held his sunglasses loosely in one hand, and his leaf green eyes caught hers with a gaze of pure love. Elena broke into a wide, involuntary smile. Oh, Stefan, she thought to him, I love you, I love you. It's so wonderful to be home. I can't stop missing Damon and wishing we could have done something differently and saved him – and I wouldn't want to stop thinking of him – but I can't help being happy, too. Wait. She felt like someone had slammed on the brakes and she'd been thrown against a seat belt. Though Elena was sending the words, and a huge wave of affection and love with them, toward Stefan, there was no response, no return of emotions. It was as if there were an invisible wal between her and Stefan, blocking her thoughts from reaching him. â€Å"Elena?† Stefan said aloud, his smile faltering. Oh. She hadn't realized. She hadn't even thought about this. When the Guardians took her powers, they must have taken everything. Including her telepathic connection to Stefan. It had lingered†¦ She was sure she had stil heard him, and reached his mind, after she had lost her connection to Bonnie. But now it was gone completely. Leaning forward, she grasped his shirt, pul ed him to her, and kissed him fiercely. Oh, thank God, she thought, as she felt the familiar, comforting sense of their minds entwining. Stefan's lips curled into a smile beneath hers. I thought I'd lost you, she thought, that I wouldn't be able to reach you like this anymore, either. Unlike with the telepathic connection they'd shared, she knew the thoughts weren't reaching Stefan as words but as images and emotions. From him, she felt a wordless, steady stream of unfailing love. A throat was cleared pointedly behind them. Elena reluctantly released Stefan and turned to see Aunt Judith watching them. Stefan straightened with an embarrassed blush, the slightest look of apprehension in his eyes. Elena grinned. She loved that he'd been through hel – literal y – but was stil scared to upset Elena's aunt. She put her hand on his arm, trying to send a message that Aunt Judith now accepted their relationship, but Aunt Judith's warm smile and greeting said it for her. â€Å"Hel o, Stefan. You'l be back by six, won't you, Elena?† Aunt Judith asked. â€Å"Robert's got a late meeting, so I thought you, Margaret, and I could go out for a girls' night together.† She looked hopeful yet hesitant, like someone knocking on a door that might be slammed in her face. Elena's stomach knotted with guilt. Have I been avoiding Aunt Judith this summer? She could imagine that, if she hadn't died, she might have been eager to move on with her life and chafed at the family that wanted to keep her home and safe. But this Elena knew better – knew how lucky she was to have Aunt Judith and Robert. And it seemed that this Elena had a lot of making up to do. â€Å"Sounds like fun!† she said cheerful y, pasting a bright smile on her face. â€Å"Can I invite Bonnie and Meredith? They'd love a girls' night.† And it would be nice, she thought, to have friends around who were as clueless about what had been going on in this version of Fel ‘s Church as she was. â€Å"Wonderful,† Aunt Judith said, looking happier and more relaxed. â€Å"Have a good time, kids.† As Elena headed out the door, Margaret ran out of the kitchen. â€Å"Elena!† she said, wrapping her arms tightly around Elena's waist. Elena bent and kissed the top of her head. â€Å"I'l catch you later, bunny rabbit,† she said. Margaret motioned for Elena and Stefan to kneel down, then put her lips right next to their ears. â€Å"Don't forget to come back this time,† she whispered before retreating inside. For a moment, Elena just knelt there, frozen. Stefan squeezed her hand, pul ing her up, and even without their telepathic connection, she knew they were having the same thought. As they headed away from the house, Stefan took her by the shoulders. His green eyes gazed into hers, and he bent forward to brush a light kiss upon her lips. â€Å"Margaret's a little girl,† he said firmly. â€Å"It could just be that she doesn't want her big sister to leave. Maybe she's worried about you going off to col ege.† â€Å"Maybe,† Elena murmured as Stefan wrapped his arms around her. She inhaled his green, woodsy scent and felt her breathing slow and the knot in her stomach loosen. â€Å"And if not,† she said slowly, â€Å"we'l work it out. We always do. But right now I want to see what the Guardians gave us.†

Bend It Like Beckham

Field Experience A feedback on the movie â€Å"Bend it like Beckham† ——-From the perspective of Cross-cultural communication : : :201120327 :2011? 10? 11? A feedback on the movie â€Å"Bend it like Beckham† ——-From the perspective of Cross-cultural communication Abstract: Based on the English movie â€Å"Bend It like Beckham†, this paper is going to reveal the cultural phenomenon hidden in this story. Divided into three parts, this paper mainly makes an analysis on two aspects, one is religion, and another is family culture.Finally, the author points out: it is very important for people of different cultures to understand and respect each other. Thus, a peaceful and harmonious world would be around us! 1. Introduction and analysis of the movie: Before the 1980s, African culture and Asian culture got terrible restriction in UK, however, after the 1980s; a large number of movies that describe immigrants’ life have emerged in f ilm industry in England. Bend It like Beckham† is such a movie, which borrows cultural and racial difference between England and India, reflects how the two cultures co-exist and accept each other in a hard procedure As the immigrant of the second generation, Jess, a girl with talent to be a football player, shows her great admiration to Beckham,hoping, one day, she can play for England with Beckham shoulder by shoulder, while her mother believes that Jess has two great duties in life: to learn to prepare a complete Indian meal, and to marry a nice Indian boy.However, Jess never wants to be a housewife who can only cook. Jess’ love of soccer crosses over into a love of life. She runs onto the field as if simply at play, in her eyes’, football is not one part of aboard culture,but a natural thing in her living environment,however, it was not included in her clan and family culture,therefore, what she has to confront is the strait of the cultural conflicts caused b y two co-existing culture. In fact, â€Å"Bend It like Beckham† is a product of cultural clash.One day, Jess was playing soccer with boys in the park; Of course, an Indian girl should not play soccer at all, since in her mother's mind the game consists of â€Å"displaying your bare legs to complete strangers. † Jess is seen in the park by Juliette, who plays for the Hounslow Harriers, a woman's team, and is recruited to join them. The coach is a young Irishman named Joe. Although she deceives her parents about her join into the football team, she loves them and understands their point of view.The cultural conflict is still upgrading when Jess falls in love with her coach,, which is undoubtedly an earthquake for Indian family, but, at the end of this movie, we can feel hope, the two family members shake their hands together, and Jess’s boyfriend begin to play cricket together. It seems that, English people are being accepted by Indian family. And the old Indian p eople get out from the dark shadow in their heart. Historically speaking, India was the colony of England for a long time, English people usually were gentlemen, but they look down upon Indian people.Jess’s father was a excellent cricket player, owing to cultural diffusion,he lost the chance to play cricket , fortunately, Jess got her family’s support and realized her father’s dream. Then, in the following part, I will give a detailed analysis about cultural differences under the influence of two different tradition and religion, 2. Cultural analysis 2. 1. Culture and family Although, a culture’s core values and world view derive primarily from its predominant religious view and cultural history, the family is the primary caretaker of these views and values and transmits them to new members of the culture.In this story, there are two families, the representatives of the two cultures, one is the ordinary England family, observed from the surface, and it is an open, modern, and fashioned family. However, In this story, Juliette’s mother misreads Jess and Juliette’s friendship as lesbian, so painful that she cried secretly, according to her attitude toward lesbian, we will realize English people is conservative in soul. The other one is an emigrate family from India, Indian parents are strict and traditional, they have strong religious belief. Which indicate what kind of Jess’s family is.As expected, it is incredible and unsupportable for a girl playing football. Family gives children knowledge about their historical background, information regarding the permanent nature of their culture, and specific behaviors, customs, traditions, and language associated with their ethnic or cultural group. In short, the family tells us, and others, who we are and what groups we are part of. ( K. A. Ocampo, 1993, 106). So next, I will render the different interaction pattern in English family and Indian family from two aspects: g ender role and individualism- collectivism 2. . 1. gender role In India, males are usually considered the superior sex, as Samovar points out, men make most of the important decisions, inheriantance is through the male line, and a woman lives in her husband’s village after she marries. (Samovar, 2000,). Therefore, in India, boys give much freedom of expression than the girls, and girls are asked to help with the chores that keep the family functioning. However, in British, women usually have the equal right as man does in family life, even in social activity. 2. 1. 2. ndividualism and collectivism Individualism and collectivism are learned through the family, which teaches children whom they must obey and who the dominant figures are in their life. In this movie, the Juliette from English nuclear family is much more self-reliant and self-responsible than Jess who from Indian Family, because, India is a typical country of extended family, people in India, share property, all m aterial possession, food, work and love, perform religious rituals together, and often live under the same roof.There is a scene in this movie: when her sister’s would-be parents-in-law discovered her intimate behavior with Juliette whom was mistaken for a English boy,. Just because of Jess’s so-called â€Å"shameful behavior†, they break off her son’s engagement with Jess’s family according this story, it’s not difficult to get conclusion that India family is a typical collectivism; one people’s thing is the thing of the whole family. 2. 2. Culture and Religion: In this movie, you will find lots of religious elements in the story, to some extent, cross-religious communication is the cross-cultural communication. When religion jumps to life it displays a startling quality. It takes over. All else, while not silenced, becomes subdued and thrown into a supporting role†¦It calls the soul to the highest adventure it can undertake, a proposed journey across the jungles, peaks, and deserts of the human spirit (H. Smith, 1991, P9). So, from different religions, we can understand different people’s spiritual and psychological needs or their behavior and habits, here, taking the Sikhism as example, we will have a better understanding of Jess’s family, Sikhs, followers of the Sikh religion, centered in Punjab State, in northwestern India.Sikhism is an ethical monotheism fusing elements of Hinduism and Islam. It was founded around 1950s, In Jess’s family's living room is a large portrait of a Sikh spiritual leader, called Nanak, but above Jess's bed is her own inspiration–the British soccer superstar David Beckham, and there is a distinctive contrast between Indian traditional belief and modern British cultural shock.According this story, it’s not difficult to get conclusion that it is incredible for Indian people to get married with a pagan or people without same belief, but, in Bri tish, Christianity is the dominant world view. In this land, it is not a easy job to infuse with the native Indian Sikh religion, and vice versa. Conclusion England is the birthplace of modern football game, English people’s enthusiasm to football caused football culture’s coming into being, which exactly stands for the national culture. While India is a country of dances and songs.The scene of Indian jolly wedding with dance and song in this movie is just the epitome of Indian culture. Young people always can accept new things easily, in this movie; it is the two girls who play the role of fusion of two cultures. There indeed are some cultural shocks during people’s communication around the world, no matter which aspect it is, religion, ethnic, family or something else. Now that we live in the same earth, it is very important for people of different cultures to understand and respect each other.Thus, a peaceful and harmonious world would be around us! Reference s [1]. K. A. Ocampo, M. Bernal, G. P. Knight, (1993) â€Å"Gender, Race, and Ethnicity: The Sequencing of Social Constrancies,† New York: New York Press. [2]. Samovar, A. l. , Porter, R. E. ,& Stefani, A. L. (2000) Communication Between Cultures(Third Edition). Beijing: Foreign Language Teaching and Research Press [3]. H. Smith, (1991)The World’s Religions. New York: HarperCollins. Bend It Like Beckham Field Experience A feedback on the movie â€Å"Bend it like Beckham† ——-From the perspective of Cross-cultural communication : : :201120327 :2011? 10? 11? A feedback on the movie â€Å"Bend it like Beckham† ——-From the perspective of Cross-cultural communication Abstract: Based on the English movie â€Å"Bend It like Beckham†, this paper is going to reveal the cultural phenomenon hidden in this story. Divided into three parts, this paper mainly makes an analysis on two aspects, one is religion, and another is family culture.Finally, the author points out: it is very important for people of different cultures to understand and respect each other. Thus, a peaceful and harmonious world would be around us! 1. Introduction and analysis of the movie: Before the 1980s, African culture and Asian culture got terrible restriction in UK, however, after the 1980s; a large number of movies that describe immigrants’ life have emerged in f ilm industry in England. Bend It like Beckham† is such a movie, which borrows cultural and racial difference between England and India, reflects how the two cultures co-exist and accept each other in a hard procedure As the immigrant of the second generation, Jess, a girl with talent to be a football player, shows her great admiration to Beckham,hoping, one day, she can play for England with Beckham shoulder by shoulder, while her mother believes that Jess has two great duties in life: to learn to prepare a complete Indian meal, and to marry a nice Indian boy.However, Jess never wants to be a housewife who can only cook. Jess’ love of soccer crosses over into a love of life. She runs onto the field as if simply at play, in her eyes’, football is not one part of aboard culture,but a natural thing in her living environment,however, it was not included in her clan and family culture,therefore, what she has to confront is the strait of the cultural conflicts caused b y two co-existing culture. In fact, â€Å"Bend It like Beckham† is a product of cultural clash.One day, Jess was playing soccer with boys in the park; Of course, an Indian girl should not play soccer at all, since in her mother's mind the game consists of â€Å"displaying your bare legs to complete strangers. † Jess is seen in the park by Juliette, who plays for the Hounslow Harriers, a woman's team, and is recruited to join them. The coach is a young Irishman named Joe. Although she deceives her parents about her join into the football team, she loves them and understands their point of view.The cultural conflict is still upgrading when Jess falls in love with her coach,, which is undoubtedly an earthquake for Indian family, but, at the end of this movie, we can feel hope, the two family members shake their hands together, and Jess’s boyfriend begin to play cricket together. It seems that, English people are being accepted by Indian family. And the old Indian p eople get out from the dark shadow in their heart. Historically speaking, India was the colony of England for a long time, English people usually were gentlemen, but they look down upon Indian people.Jess’s father was a excellent cricket player, owing to cultural diffusion,he lost the chance to play cricket , fortunately, Jess got her family’s support and realized her father’s dream. Then, in the following part, I will give a detailed analysis about cultural differences under the influence of two different tradition and religion, 2. Cultural analysis 2. 1. Culture and family Although, a culture’s core values and world view derive primarily from its predominant religious view and cultural history, the family is the primary caretaker of these views and values and transmits them to new members of the culture.In this story, there are two families, the representatives of the two cultures, one is the ordinary England family, observed from the surface, and it is an open, modern, and fashioned family. However, In this story, Juliette’s mother misreads Jess and Juliette’s friendship as lesbian, so painful that she cried secretly, according to her attitude toward lesbian, we will realize English people is conservative in soul. The other one is an emigrate family from India, Indian parents are strict and traditional, they have strong religious belief. Which indicate what kind of Jess’s family is.As expected, it is incredible and unsupportable for a girl playing football. Family gives children knowledge about their historical background, information regarding the permanent nature of their culture, and specific behaviors, customs, traditions, and language associated with their ethnic or cultural group. In short, the family tells us, and others, who we are and what groups we are part of. ( K. A. Ocampo, 1993, 106). So next, I will render the different interaction pattern in English family and Indian family from two aspects: g ender role and individualism- collectivism 2. . 1. gender role In India, males are usually considered the superior sex, as Samovar points out, men make most of the important decisions, inheriantance is through the male line, and a woman lives in her husband’s village after she marries. (Samovar, 2000,). Therefore, in India, boys give much freedom of expression than the girls, and girls are asked to help with the chores that keep the family functioning. However, in British, women usually have the equal right as man does in family life, even in social activity. 2. 1. 2. ndividualism and collectivism Individualism and collectivism are learned through the family, which teaches children whom they must obey and who the dominant figures are in their life. In this movie, the Juliette from English nuclear family is much more self-reliant and self-responsible than Jess who from Indian Family, because, India is a typical country of extended family, people in India, share property, all m aterial possession, food, work and love, perform religious rituals together, and often live under the same roof.There is a scene in this movie: when her sister’s would-be parents-in-law discovered her intimate behavior with Juliette whom was mistaken for a English boy,. Just because of Jess’s so-called â€Å"shameful behavior†, they break off her son’s engagement with Jess’s family according this story, it’s not difficult to get conclusion that India family is a typical collectivism; one people’s thing is the thing of the whole family. 2. 2. Culture and Religion: In this movie, you will find lots of religious elements in the story, to some extent, cross-religious communication is the cross-cultural communication. When religion jumps to life it displays a startling quality. It takes over. All else, while not silenced, becomes subdued and thrown into a supporting role†¦It calls the soul to the highest adventure it can undertake, a proposed journey across the jungles, peaks, and deserts of the human spirit (H. Smith, 1991, P9). So, from different religions, we can understand different people’s spiritual and psychological needs or their behavior and habits, here, taking the Sikhism as example, we will have a better understanding of Jess’s family, Sikhs, followers of the Sikh religion, centered in Punjab State, in northwestern India.Sikhism is an ethical monotheism fusing elements of Hinduism and Islam. It was founded around 1950s, In Jess’s family's living room is a large portrait of a Sikh spiritual leader, called Nanak, but above Jess's bed is her own inspiration–the British soccer superstar David Beckham, and there is a distinctive contrast between Indian traditional belief and modern British cultural shock.According this story, it’s not difficult to get conclusion that it is incredible for Indian people to get married with a pagan or people without same belief, but, in Bri tish, Christianity is the dominant world view. In this land, it is not a easy job to infuse with the native Indian Sikh religion, and vice versa. Conclusion England is the birthplace of modern football game, English people’s enthusiasm to football caused football culture’s coming into being, which exactly stands for the national culture. While India is a country of dances and songs.The scene of Indian jolly wedding with dance and song in this movie is just the epitome of Indian culture. Young people always can accept new things easily, in this movie; it is the two girls who play the role of fusion of two cultures. There indeed are some cultural shocks during people’s communication around the world, no matter which aspect it is, religion, ethnic, family or something else. Now that we live in the same earth, it is very important for people of different cultures to understand and respect each other.Thus, a peaceful and harmonious world would be around us! Reference s [1]. K. A. Ocampo, M. Bernal, G. P. Knight, (1993) â€Å"Gender, Race, and Ethnicity: The Sequencing of Social Constrancies,† New York: New York Press. [2]. Samovar, A. l. , Porter, R. E. ,& Stefani, A. L. (2000) Communication Between Cultures(Third Edition). Beijing: Foreign Language Teaching and Research Press [3]. H. Smith, (1991)The World’s Religions. New York: HarperCollins. Bend It Like Beckham Field Experience A feedback on the movie â€Å"Bend it like Beckham† ——-From the perspective of Cross-cultural communication : : :201120327 :2011? 10? 11? A feedback on the movie â€Å"Bend it like Beckham† ——-From the perspective of Cross-cultural communication Abstract: Based on the English movie â€Å"Bend It like Beckham†, this paper is going to reveal the cultural phenomenon hidden in this story. Divided into three parts, this paper mainly makes an analysis on two aspects, one is religion, and another is family culture.Finally, the author points out: it is very important for people of different cultures to understand and respect each other. Thus, a peaceful and harmonious world would be around us! 1. Introduction and analysis of the movie: Before the 1980s, African culture and Asian culture got terrible restriction in UK, however, after the 1980s; a large number of movies that describe immigrants’ life have emerged in f ilm industry in England. Bend It like Beckham† is such a movie, which borrows cultural and racial difference between England and India, reflects how the two cultures co-exist and accept each other in a hard procedure As the immigrant of the second generation, Jess, a girl with talent to be a football player, shows her great admiration to Beckham,hoping, one day, she can play for England with Beckham shoulder by shoulder, while her mother believes that Jess has two great duties in life: to learn to prepare a complete Indian meal, and to marry a nice Indian boy.However, Jess never wants to be a housewife who can only cook. Jess’ love of soccer crosses over into a love of life. She runs onto the field as if simply at play, in her eyes’, football is not one part of aboard culture,but a natural thing in her living environment,however, it was not included in her clan and family culture,therefore, what she has to confront is the strait of the cultural conflicts caused b y two co-existing culture. In fact, â€Å"Bend It like Beckham† is a product of cultural clash.One day, Jess was playing soccer with boys in the park; Of course, an Indian girl should not play soccer at all, since in her mother's mind the game consists of â€Å"displaying your bare legs to complete strangers. † Jess is seen in the park by Juliette, who plays for the Hounslow Harriers, a woman's team, and is recruited to join them. The coach is a young Irishman named Joe. Although she deceives her parents about her join into the football team, she loves them and understands their point of view.The cultural conflict is still upgrading when Jess falls in love with her coach,, which is undoubtedly an earthquake for Indian family, but, at the end of this movie, we can feel hope, the two family members shake their hands together, and Jess’s boyfriend begin to play cricket together. It seems that, English people are being accepted by Indian family. And the old Indian p eople get out from the dark shadow in their heart. Historically speaking, India was the colony of England for a long time, English people usually were gentlemen, but they look down upon Indian people.Jess’s father was a excellent cricket player, owing to cultural diffusion,he lost the chance to play cricket , fortunately, Jess got her family’s support and realized her father’s dream. Then, in the following part, I will give a detailed analysis about cultural differences under the influence of two different tradition and religion, 2. Cultural analysis 2. 1. Culture and family Although, a culture’s core values and world view derive primarily from its predominant religious view and cultural history, the family is the primary caretaker of these views and values and transmits them to new members of the culture.In this story, there are two families, the representatives of the two cultures, one is the ordinary England family, observed from the surface, and it is an open, modern, and fashioned family. However, In this story, Juliette’s mother misreads Jess and Juliette’s friendship as lesbian, so painful that she cried secretly, according to her attitude toward lesbian, we will realize English people is conservative in soul. The other one is an emigrate family from India, Indian parents are strict and traditional, they have strong religious belief. Which indicate what kind of Jess’s family is.As expected, it is incredible and unsupportable for a girl playing football. Family gives children knowledge about their historical background, information regarding the permanent nature of their culture, and specific behaviors, customs, traditions, and language associated with their ethnic or cultural group. In short, the family tells us, and others, who we are and what groups we are part of. ( K. A. Ocampo, 1993, 106). So next, I will render the different interaction pattern in English family and Indian family from two aspects: g ender role and individualism- collectivism 2. . 1. gender role In India, males are usually considered the superior sex, as Samovar points out, men make most of the important decisions, inheriantance is through the male line, and a woman lives in her husband’s village after she marries. (Samovar, 2000,). Therefore, in India, boys give much freedom of expression than the girls, and girls are asked to help with the chores that keep the family functioning. However, in British, women usually have the equal right as man does in family life, even in social activity. 2. 1. 2. ndividualism and collectivism Individualism and collectivism are learned through the family, which teaches children whom they must obey and who the dominant figures are in their life. In this movie, the Juliette from English nuclear family is much more self-reliant and self-responsible than Jess who from Indian Family, because, India is a typical country of extended family, people in India, share property, all m aterial possession, food, work and love, perform religious rituals together, and often live under the same roof.There is a scene in this movie: when her sister’s would-be parents-in-law discovered her intimate behavior with Juliette whom was mistaken for a English boy,. Just because of Jess’s so-called â€Å"shameful behavior†, they break off her son’s engagement with Jess’s family according this story, it’s not difficult to get conclusion that India family is a typical collectivism; one people’s thing is the thing of the whole family. 2. 2. Culture and Religion: In this movie, you will find lots of religious elements in the story, to some extent, cross-religious communication is the cross-cultural communication. When religion jumps to life it displays a startling quality. It takes over. All else, while not silenced, becomes subdued and thrown into a supporting role†¦It calls the soul to the highest adventure it can undertake, a proposed journey across the jungles, peaks, and deserts of the human spirit (H. Smith, 1991, P9). So, from different religions, we can understand different people’s spiritual and psychological needs or their behavior and habits, here, taking the Sikhism as example, we will have a better understanding of Jess’s family, Sikhs, followers of the Sikh religion, centered in Punjab State, in northwestern India.Sikhism is an ethical monotheism fusing elements of Hinduism and Islam. It was founded around 1950s, In Jess’s family's living room is a large portrait of a Sikh spiritual leader, called Nanak, but above Jess's bed is her own inspiration–the British soccer superstar David Beckham, and there is a distinctive contrast between Indian traditional belief and modern British cultural shock.According this story, it’s not difficult to get conclusion that it is incredible for Indian people to get married with a pagan or people without same belief, but, in Bri tish, Christianity is the dominant world view. In this land, it is not a easy job to infuse with the native Indian Sikh religion, and vice versa. Conclusion England is the birthplace of modern football game, English people’s enthusiasm to football caused football culture’s coming into being, which exactly stands for the national culture. While India is a country of dances and songs.The scene of Indian jolly wedding with dance and song in this movie is just the epitome of Indian culture. Young people always can accept new things easily, in this movie; it is the two girls who play the role of fusion of two cultures. There indeed are some cultural shocks during people’s communication around the world, no matter which aspect it is, religion, ethnic, family or something else. Now that we live in the same earth, it is very important for people of different cultures to understand and respect each other.Thus, a peaceful and harmonious world would be around us! Reference s [1]. K. A. Ocampo, M. Bernal, G. P. Knight, (1993) â€Å"Gender, Race, and Ethnicity: The Sequencing of Social Constrancies,† New York: New York Press. [2]. Samovar, A. l. , Porter, R. E. ,& Stefani, A. L. (2000) Communication Between Cultures(Third Edition). Beijing: Foreign Language Teaching and Research Press [3]. H. Smith, (1991)The World’s Religions. New York: HarperCollins.

Memory Leak Notification in Delphi on Program Exit

Memory Leak Notification in Delphi on Program Exit All Delphi versions since Delphi 2006 have an updated memory manager that is faster and more feature rich. One of the nicest features of the new memory manager allows applications to register (and unregister) expected memory leaks, and optionally report unexpected memory leaks on program shutdown. When creating WIN32 applications with Delphi it is imperative to make sure that you free all the objects (memory) you create dynamically. A memory (or resource) leak occurs when the program loses the ability to free the memory it consumes. Report Memory Leaks on Shutdown Memory leak detecting and reporting are set to false by default. To enable it, you need to set the global variable ReportMemoryLeaksOnShutdown to TRUE. When the application is closed, if there are unexpected memory leaks the application will display the Unexpected Memory Leak dialog box. The best place for the ReportMemoryLeaksOnShutdown would be in the programs source code (dpr) file. begin   Ã‚  ReportMemoryLeaksOnShutdown : DebugHook 0;   Ã‚  //source by Delphi   Ã‚  Application.Initialize;   Ã‚  Application.MainFormOnTaskbar : True;   Ã‚  Application.CreateForm(TMainForm, MainForm) ;   Ã‚  Application.Run; end. Note: a global variable DebugHook is used above to make sure memory leaks are displayed when the application is run in debug mode - when you fit F9 from the Delphi IDE. Test Drive: Memory Leak Detection Having ReportMemoryLeaksOnShutdown set to TRUE, add the following code in the main forms OnCreate event handler. var   Ã‚  sl : TStringList; begin   Ã‚  sl : TStringList.Create;   Ã‚  sl.Add(Memory leak!) ; end; Run the application in debug mode, exit the application - you should see the memory leak dialog box. Note: If you are looking for a tool to catch your Delphi application errors such as memory corruption, memory leaks, memory allocation errors, variable initialization errors, variable definition conflicts, pointer errors ... take a look at madExcept and EurekaLog Delphi Tips Navigator Date Time SQL Queries: Formatting Date Time Values for Access SQL in DelphiForce TListViews Edit Mode using a Keyboard Shortcut

Book Titles from Shakespeare

Book Titles from Shakespeare Book Titles from Shakespeare Book Titles from Shakespeare By Maeve Maddox When I was receiving my secondary education in a small Arkansas high school many years ago, every student was expected to study four Shakespeare plays before graduating: Grade 9: Julius Caesar Grade 10: As You Like It Grade 11: Romeo and Juliet Grade 12: Macbeth Our study included the memorization of at least one soliloquy and numerous shorter passages from each play. Most high school students had at least some of these quotations embedded in their brains and uttered them even when teachers werent around. Two favorites were Out, out damned spot, and Wilt thou leave me so unsatisfied? Not surprisingly, writers who grew up when Shakespeare was still an important part of the English curriculum made use of some of these phrases when it came to naming their novels. I wonder what store of title material tomorrows novelists will draw on. Memorization of passages from the plays has been in decline for some time. Ive seen episodes of C.S.I. in which Grissom quotes familiar lines from Macbeth or Julius Caesar and his thirty-something colleagues express amazement at what to them is arcane learning. According to a 2007 survey of 70 universities by the American Council of Trustees and Alumni, only 15 require their English majors to take a course in Shakespeare. Require? I find it difficult to imagine an English major who wouldnt insist on being offered a course in Shakespeare. And Chaucer. And Beowulf. And Latin. But Im a geezer. Heres a criticism I came across on the web. I think its probably a common view these days. †¦Shakespeare is no longer English. It is written in a redundant tongue that nobody uses anymore, and takes quite a bit of concentration to understand. Why are we teaching children in English classes to read something that they will have no use for? These stories are several hundred years old and are no longer relevant linguistically and contextually. It is a new millennium. Shakespeare has enjoyed a 450-year popularity. Maybe it is time to remove his work from the general curriculum. Twelve years of public education do not necessarily equate to what used to be an adult level of literacy. Ive encountered college freshman who thought the writing of George Orwell was couched in a redundant tongue that took quite a bit of concentration to understand. Students who have trouble with Orwell are certainly going to be flummoxed by Shakespeare. Still, writers of the past knew their Shakespeare. Here are some titles drawn from the plays. Can you spot the play that the title comes from? 1. The Moon Is Down, John Steinbeck 2. Gaudy Night, Dorothy Sayers 3. Under the Greenwood Tree, Thomas Hardy 4 And Be a Villain, Rex Stout 5 Something Wicked This Way Comes, Ray Bradbury 6 Pale Fire, Vladimir Nabokov 7 Band of Brothers, Stephen Ambrose 8 The Dogs of War, Frederick Forsyth 9 There is a Tide, Agatha Christie 10 By the Pricking of My Thumbs, Agatha Chrstie 11 Not in Our Stars, M. M. Marshall 12 Chimes at Midnight, Terence White 13 The Mousetrap, Agatha Christie 14 Twice-Told Tales, Nathaniel Hawthorne 15 A Muse of Fire, A.D. Harvey 16 Strange Snow, Steve Metcalfe 17 Walk the Night, Robert C. Reinhart 18 A Plague on Both Your Houses, Robert. W. Whitaker 19 The Sound and the Fury, William Faulkner 20 Dagger of the Mind, Star Trek episode Look for the answers tomorrow. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:Punctuating â€Å"So† at the Beginning of a SentenceThe Letter "Z" Will Be Removed from the English AlphabetThe Uses of â€Å"The†

Trainspotting Movie Review Example | Topics and Well Written Essays - 1750 words

Trainspotting - Movie Review Example Renton, Spud, Sick Boy, Tommy and the violent Begbie were all friends, lived in Scotland and hated it. They hated the dull life of Scotland. The story of the film revolves around Renton and his attempts to give up the heroin-addiction and to come out of the negative influence of his friends Tommy, Spud, and Sick Boy. The story also follows Tommy, Spud, Sick Boy and Begbie; their stories are beautifully projected in the film and their characters have displayed different aspects of the contemporary society of Scotland. It is said that Trainspotting is not a British film at all; rather, it is a Scottish film which strongly asserts uniqueness of Scotland and does not associate itself with the general tourist-version package of Scotland. The film establishes the fact that Scotland also has a distinctive and healthy school of cinema. Trainspotting can be considered as a milestone of a ‘new Scottish cinema,’ which is quite different from all the stereotype movies made in Scotla nd in the past. It denies the Tartary and kailyardism which was imposed by outside filmmakers and by embracing contemporary and urban Scotland; it has became a milestone of Scottish film industry. Trainspotting: An evaluation The story of the movie is narrated by shifting narrators. ... The alienation of Renton has been beautifully highlighted in the night-club sequence in Edinburgh when his friends were dancing and he was shown standing alone in a corner of a room. Renton has lost his sex drive due to his drug addiction which is returned in a vengeance and the days and memories of impotency and the days after that has been remarkably shown in the movie and Renton’s desperation, his lustful mind and his happiness after regaining potency make the audience laugh but at the same time raise serious notes. The movie Trainspotting seems to lack a defined time frame which sometimes becomes confusing. For instance, the duration of fibula is not known, the duration of Renton’s stay in London is not clear, or the time taken by Tommy for his experiments with heroin and his death. The film has a couple of flashbacks and a couple of flash-forwards and it appears like different episodes of soap. The director of the film is basically a director of soap-serials which is quite visible in the movie. â€Å"Trainspotting also cuts across genres mixing realism with fantasy, offering the characters. The redemption of material impoverishment through aesthetic transformation. The film depicts poverty realistically, but in a way that encompasses the possibility of escape as well as entrapment, and in exploiting the aesthetics of film draws ‘a kind of vitality from grinding poverty† (Smith). Scotland is considered a beautiful tourist spot of Britain which has a lot of scenic beauties but Trainspotting has failed to represent Scotland in an ostentatious way; on the contrary, it has been displayed in a banal manner. The depiction of Scotland is quite dull and dark whereas London has been portrayed as bright, warm and colorful and it clearly highlights

Protecting Freedom Of Expression on the Campus Essay

Protecting Freedom Of Expression on the Campus - Essay Example The author cites the recent wave of unrest t Harvard University. It is reported that a group of students were upset when their colleagues hoisted Confederate flags in public, while in protest, another student displayed a swastika. Debate concerning how best to deal with such incidents broke out. While some people consider the exhibition of such symbols as a way of exercising their freedom of expression, others hold that such actions should be restricted because they create rivalries between communities. According to the First Amendment, the display of such symbols is a form of expression and cannot be restricted, simply because it upsets a majority of people. Accordingly, people facing sucha situation should find a way of resolving the problem amicably. In the author’s view, it is only through dialogue that such acts can be resolved. According to Bok, just as officials at Harvard have held talks with students to educate them on the need for mutual respect, other agencies facing such problems should do the same (52). It is easier to resolve such issues of ethnic intolerance with dialogue; rather than restrictions. The use of restrictions would lead to public outcry, resulting in more problems. American universities should cultivate a culture of respect for our collective ideals, while respecting the freedom of