Identifying Emerging Issues in Mobile Learning Essay

The workshop series was funded by the UK’s Joint Information Systems Committee (JISC) as part of the Emerge Community within JISC’s own Users and Innovation research programme. This exploration focused on identifying emerging issues for the sector arising from the increasingly likely large scale use of Smartphones, PDAs and camera phones by learners in HE and FE, both on campus and in the workplace. This was carried out through scenario generation using three different futures prediction tools in three workshops. The following issues were identified as being the most likely to appear in the future of mobile learning five years from now: the increasing use of ‘just in time’ and ‘as and when necessary’ training. the need for always on affordable connectivity and power. increased support for an approach to teaching and learning that is more collaborative than didactic. concerns over scalability; learning communities are divided over whether there is a role for mobile devices in formal teaching, especially in large groups and lectures. oncerns over the merging of personal and vocational information and practice. The strong match between affordances of mobile devices and learning opportunities in work based and experiential learning across the board. increased peer to peer networking and collaboration. the need for design specifications for a secure online all-purpose data repository accessible by different browsers according to device at hand. Other emerging issues for mobile learning in HE and FE include both ethical and practical implications. These include cultural barriers and resistance to change amongst lecturers and associated teaching professionals. Examples are: fears for the erosion of lecturers’ personal time; concerns over security related to the increasing amount of information and number of images to be stored and privacy issues related to the ease with information can be captured in a range of locations. There is also the opportunity to reconsider assessment practices, recording the process of developing an assignment rather than simply marking the product. One last issue, one that is in need of urgent attention, is the need for the development by students and staff of agreed practice, establishing how mobile devices are to be used responsibly in institutions before inconsiderate use or ignorance of their potential to enhance learning results in banning a valuable learning tool. Acknowledgements The authors wish to gratefully acknowledge the contributions made by members of the Adding a Mobile Dimension to Teaching and Learning network who played a major part both in the scenario development activities at the workshops on which this paper is based and to the review of the scenarios generated. We are also grateful for the financial support from JISC via the Emerge community for this project. 1 Introduction This report details the scenarios developed in a series of discussion workshops exploring visions of how mobile technologies and devices will influence the practice of users in Higher Education (HE) and Further Education (FE) in the future five years hence. The workshop series was funded by the UK’s Joint Information Systems Committee (JISC) as part of the Emerge Community within JISC’s own Users and Innovation research programme. This current exploration focuses on identifying emerging issues for the sector arising with the increasingly likely large scale use of Smartphones and mobile phones with the capability to record both video and audio by learners both on campus and in the workplace in HE and FE. These devices have become well established throughout the student community, a survey of 177 students at the University of Southampton found that 94% were regular users and owners of mobile phones (Davidson and Lutman 2007). This dovetails with data from Ofcom (2008) which shows that mobile phone ownership in the 15-24 age group of the UK population is stabilising at around 95% and students to come will be even more experienced in their use. For example, older students in schools that ostensibly ban mobile phones are now regularly being allowed to use the cameras on their ‘phones to record special events or experiments in lessons to help them revise. What is mobile learning? The field of mobile learning has been developing fast as a research topic over the past eight years and accordingly ideas of what exactly mobile learning is have also developed. Winters (2006) noted how various groups researching mobile learning have used definitions that fall into four categories: one – mobile learning as technocentric, where learning is seen as something that makes use of mobile devices, personal digital assistants (PDAs) and mobile phones; two – defined by its relationship to e-learning, where mobile learning is seen as an extension of elearning; three – as augmenting formal education and four – as learner centred, enabling the possibility of lifelong learning. These does not address the unique selling point of mobile learning which is closely linked to the capability of the mobile learner moving between traditionally separate contexts such as the work place and the teaching base supported by handheld technology that they can work with interactively to capture, access and store quantities of information in different multimedia formats. Thus mobile learning can be best described as â€Å"the processes (both personal and public) of coming to know through exploration and conversation across multiple contexts amongst people and interactive technologies† (Sharples, Arnedillo Sanchez, Milrad & Vavoula 2007). Mobile learning in post-compulsory education in the UK A presentation from Traxler & Sugden (2007) places the current state of mobile learning in the UK as consisting of considerable numbers of small scale trials and pilots taking place over fixed periods of time. Confirmation that the practice of using mobile technology to support learning in post-compulsory education is not yet embedded in current practice within institutions was demonstrated during the search for previous research for this paper, where no ongoing large scale uses were found. From currently available sources there is little or no indication as to the extent to which mobile devices are being used in Higher and Further Education. Findings from interviews conducted by Bird and Stubbs (2008) with mobile learning innovators in ten Higher Education Institutions (HEIs) were surprisingly consistent with most respondents reporting that they experienced or expect to experience the same kind of issues. These were mostly in the form of barriers to establishing and sustaining an m-learning innovation in a university 2 environment. Issues which dominated were: skills gaps (in IT support and especially academic staff and somewhat unexpectedly students who despite being heavy users ), lack of technical support (IT services provision), procurement and accounting policies based around PC usage, inclusion issues due to cost of devices and/or data, ethical and legal issues, quality assurance especially with respect to data ownership, sustainability (all projects were based on external funding), device limitations, standards churn, privacy and security, and lack of a ‘killer application’ for the context. Interviews with users trialling PDAs at the Open University (Pettit and Kukulska-Hulme, 2008) indicated that the wireless infrastructure was widely regarded as a critical factor in influencing adoption of the device. Most papers reviewed for the current investigation referred to theoretical speculation about future potential, others discussed projects outside of the UK in Europe or East Asia, however, in the remaining 20%, an impressive range of pilots with different handheld devices was described. These indicate that there is considerable potential for engaging and supporting learners via mobile technologies. These pilots point to greater use of context relevant information especially images and video in learning and to greater collaboration enabled by easily portable, handheld devices connected to the internet via wi-fi or broadband. The following examples indicate the range of activities tested and are included by sector. Higher education Lecturers have evaluated a range of devices from multi-function PDAs and Smartphones to simple texti messaging (SMS). In one of the first examples of the use of PDA’s in an undergraduate setting Ramsden (2005) successfully tested giving undergraduate Economics students at the University of Bristol access to VLE’s and course materials via internet-enabled PDAs. As well as enabling access to course resources any time, anywhere, having the PDA allowed the students to hold question and answer sessions via the online discussion board during lectures which they found this particularly helpful. The University of Birmingham has evaluated the use of PocketPC handheld computers to offer multiple mobile applications to university students in the form of a ‘mobile learning organiser’. The main uses were for issues of time and course management and access to course materials. Other functions included the ability to communicate via email and instant messaging and to organise notes. The participating students made good use of the calendar and timetable facilities as well as communication tools and were keen for more content to be delivered in this manner. (Corlett et al, 2005) At London Metropolitan University the Reusable Learning Objects (RLO) Centre for Excellence in Teaching and Learning (CETL) works on the design, development and use of learning objects many of which run on mobile phones. Smith et al (2007) discuss the motivation they have seen in students (sports science in this case) to learn via subject specific learning objects (programs) such as Flash animations of muscle groupings and movements that run on their own or loaned mobile phones. Other animated tutorials, language learning for example, include multiple choice quizzes (Tschirhart et al, 2008). In another study Cook, Pachler and Bradley (2008) found that loaning postgraduate students Nokia N91 phones to make notes and take images for upload to web based media board such as Lifeblog and tribal’s Mediaboard led to blurring the boundaries between study, work, and personal time and between formal and informal practice. In the Spatial Literacy in Teaching (SPLINT) CETL at the Universities of Nottingham and Leicester applications aimed at Geography students are being developed for PDAs and tablet PCs where the PDA screen is held up towards the real scene to offer additional information about that scene, ‘augmenting’ reality for the user (Priestnall and Polmear, 2007). For example, trials of a PDA application designed to teach the geomorphology of the Lake District, NW England showed that students the students learned to appreciate the power of geocontextualised visualisation to support their understanding of landscape processes (Jarvis et al, 2008). The University of Nottingham has used mobile phones and similar software to enable group blogging as a tool to support Chinese students in the process of enculturation as they get used to a new society and to enter the local community. The â€Å"learners showed a obvious interest in flexibility of time and space that potentially extends ‘antennas’ of the group blog to deeper insight of local culture. † (Shao, Crook & Koleva, 2007). Other examples used simpler devices and text messaging. The Mobiles Enhancing Learning and Support (MELaS) project saw the University of Wolverhampton test using text messaging with first year undergraduates in five departments aiming to enhance the student learning experience. In all 27 staff successfully interacted with 938 different students through at least one of: one way (staff to learner) communication, formative assessment with feedback, and a collaborative learning discursive tool (Brett, 2008). In another study sports education students at the University of Bath reported that SMS messages to their mobile phones from faculty were found welcome in assisting them to learn time management skills and as an extension of the tutor’s voice beyond the traditional lecture environment. This helped to reduce the perceived psychological distance between students, their peers and tutors (Jones, Edwards & Reid, 2008). SMS messaging has been trialled in lecture theatres too. Elliman (2006) reports successfully using a system that allowed students to provide feedback by SMS on their level of comprehension during a lecture. The system displays a histogram showing understanding level which is continually updated during the lecture together with comments and question in a scrolling area of the screen. At Brunel University, first year undergraduate Information and Communications Technology (ICT) students found that revision podcasts, downloaded to their personal digital media players were popular and perceived as more effective than revising from traditional textbooks (Evans 2008). In a review of podcasting to support distance learning in the Open University, UK Minocha and Booth (2008) conclude that audio technologies such as podcasts can not only support mobile learning but also entice, motivate, inform and reinforce. Further Education Mobile technology has been used in a number of colleges as a means to bring new learning opportunities to students who might otherwise not have access to college education. Many of these projects have been funded by the Learning and Skills Council under the MoleNET initiative or by the JISC e-Learning Programme. At Pembrokeshire College, an mlearning trial project was carried out from 2005-7 to support NEET students (NEET – not in education, employment or training) with reentry to education, training or work. Giving students access to PDA’s helped to engage them and improve communication with a difficult to reach group. The use of SMS messaging enabled the teachers to keep in touch with this very transient group of learners and helped identify opportunities for learning as when they occurred. (Pembrokeshire College 2007). Similar projects working with NEET learners have also been carried out at Accrington and Rossendale College, Tower Hamlets College and Weston College (MoLeNET 2008). 4 Having the capability to learn anywhere by means of handheld PDAs allowed Dewsbury College and Bishop Burton College, West Yorkshire to provide learners in outreach centres and workplace learning environments with similar access to learning resources as their peers on the main college campus (JISC 2005a). Mobile phones have also been found useful to help in location based learning. The City of Southampton College has been assisting ESOL (English for speakers of other languages) students to improve their opportunities for meaningful language interactions. Visiting locations within the city to help get to know their locality, students were asked location specific questions answered through SMS messaging and posting images to an interactive website. The project found that such techniques enhanced the students’ literacy and numeracy skills and helped to engage hard to reach learners such as those from the multiethnic Southampton community where many students have English as a second language (JISC 2005b). As in Higher Education bulk text messaging services to support managing learning have proved popular with most students. There are those for whom this sort of service is particularly useful. Derwen College (JISC, 2008a) found that their students who have varying degrees of physical disabilities and learning difficulties responded well to reminders to students for things like surgery and other appointments, dinner times and class notifications. Simple text based interaction was also used at Lakes College West Cumbria (JISC, 2008b) who piloted the use of iPod nanos to provide multiple choice revision quizzes for Construction students, many of whom have learning difficulties and struggle with paper-based revision processes. The iPod quizzes proved popular with every student in the cohort making use of the iPods during the revision period. The use of handheld devices to record or view multimedia to support learning is also proving popular. At Southwark College students are using low-priced, pocket-sized camcorders to overcome some of the technical and organisational barriers to using video in the classroom and for recording evidence of learning (JISC, 2008c). Examples included recording students’ oral presentations in English which were then used by the students for practice and reviewing with each other and Level 2 students in Art and Design recording technique demos and talking about their work to inform Level 1 students hoping to progress. Other projects, such as My Podcast at New College, Swindon (Warren, 2008), involve podcasting with lecturers creating both audio and video podcasts that students can download and play on handheld PDA’s or MP3 players for revision or extra support with a topic wherever they happen to be, in the workplace, at home or in college or moving between the two. Work Based Learning Both HE and FE institutions place students training for professions, whether medicine, building, teaching or hairdressing etc. in the workplace for a significant proportion of their course. Students, often at considerable distance from their teaching bases, need online access to course materials and other context specific information, to communicate with their tutors and to produce records of their progress and assignments for assessment. Mentors in the workplace need to authenticate and support this student learning. A number of pilots have been set up to test how mobile technologies can successfully be used to support students on work placements. For instance, mobile devices have been used to give instant hands on access to information that would be difficult to carry around on the job. At the James Cook University Hospital in 5 Middlesborough, 5th year medical students tested the use of PDA’s providing access to formulae, clinical guidelines, electronic portfolios and other web-based materials. They found portable access to these facilities useful, as was the ability for supervisors to ‘sign-off’ log books using their normal signatures on the PDA. (Cotterill et al, 2008). Reynolds et al (2007) found that a PDA proved to be a convenient and versatile mode of access to online education for dentistry students at King’s College, London. The 12 students were most positive about being able to make notes for individual study, to keep a diary of their commitments to teaching sessions and to having on the spot access to online support materials, particularly videos. Teaching is another profession where students need access to a wealth of information. Wishart et al (2007) found that when student teachers trialled the use of PDA’s in school they deemed the calendar or diary to be articularly supportive. Email was also used, primarily to maintain contact with other students and the university tutor, and the web browser was used to access information both in class and for personal reasons. Some students used spreadsheets to record pupils’ attendance and grades and most, in this pilot involving 14 trainees, used the word processor to make notes from meetings and on lesson observations for essays. However, the prevailing sociocultural climate where mobile phones are often banned and PDA’s a rarity meant that trainees often felt uncomfortable using their device on school premises. In FE mobile technology has been used in the work place for just in time problem solving, such as through the Hairdressing Training programme developed by the University of Manchester’s data centre, Mimas, and now used by 500 students at Stockport College, which offers step-by step guides to hairdressing techniques for styling, colouring and cutting (Smith, 2008) Also PDA’s have been found to be useful in connecting work based learners in FE who may otherwise be isolated from learning opportunities. Such devices have been used to assist apprentices in remote rural locations in Lincolnshire to give flexible learning options and to build achievement and self-esteem (Lambourne, 2008) and to provide learning and social networking opportunities to care workers in schools and nursing establishments in the Bourneville area of Birmingham (Brown, 2008). Finally, one of the largest trials of mobile technology in the workplace, currently ongoing with around a 1000 students in five universities in Yorkshire, is that being run by the Assessment of Learning in Practice Settings (ALPS) CETL1, a Centre for Excellence in Teaching and Learning that focuses on assessment and learning in practice settings and involving nursing and allied health care practitioner trainees. Initial indications (Dearnley et al, 2008) showed that both students and lecturers were positive about a range of benefits having a PDA enables however, introducing mobile technology into the clinical setting will require a significant shift in culture and a significant level of training and support. 1 http://www. alps-cetl. ac. uk/ 6 Summary While the above mentioned projects demonstrate the range of learning activities that have been trialled in UK institutions, recent advances in the abilities of the mobile devices themselves offer the chance to deliver new services to learners that have not yet been tested. The 2009 Horizon Report notes how the adoption of novel interfaces (like the iPhone), the new ability of mobile devices to download applications and to be location aware through GPS signals, all offer new opportunities for learning. With the addition of broadband-like data connections, the boundary between what is a mobile phone and a portable computer are being ever more blurred (New Media Consortium 2009). It is in this technology context that the workshop participants came together to imagine future scenarios for the use of mobile technology in learning, drawing on their wide experiences of previous research projects and contemplating how developing mobile technologies could open up new opportunities for connecting learners and teachers. 7 Methods: Developing Future Scenarios In this project three different tools were used to support future predictions. The first used for the workshop focusing on the practice of users in Higher Education (HE) in the future five years from today was the Cognitive Foresight toolkit available from the UK Government Department for Innovation, Universities and Skills (Office of Science and Technology, 2005). It was developed for strategic futures planning and provides guidance on different techniques that can be used in the different stages of developing future scenarios and the ways they can be combined. This first workshop employed driver analysis to build internally consistent future scenarios from an assessment of the way current trends and drivers are influencing the present use of mobile technologies in HE. First the workshop participants ‘brainstorm’ a range of drivers for the currently observable trends. Next scenarios are produced by taking the drivers identified as having the highest importance and highest impact as orthogonal pairs of axes and visualising up to four scenarios that match the chosen combinations. This method is illustrated in the example below. More of †¦ Scenario Decrease in †¦ Increase in †¦ Less of †¦ The second used the Futures Technology Workshop method (Vavoula and Sharples, 2007) to look at future scenarios in work based learning. This is a structured method whereby people, in this case with experience in the specific area of the use of mobile technologies in education, envision and design the interactions between current and future technologies and an activity. Through a series of structured workshop sessions they collaborate to envisage future activities related to technology design, build models of the contexts of use for future technologies, act out scenarios of use for their models, re-conceive their scenarios in relation to present-day technologies, list problems with implementing the scenarios exploring the gap between current and future technology and activity. The workshop method was edited slightly within the time constraints of the day so that the structured sessions comprised: i. i. Imagineering: brainstorm on desired future learning activities. Modelling: in groups, producing models that demonstrate the envisioned activities, complete with related props. 8 iii. iv. Retrofit: developing a role play for another group’s scenario using only current technologies. Futurefit Requirements: listing requirements for the future technologies that have to be in place for the scenario to be realised. The third workshop on future scenarios in Further Education (FE) followed a method devised by FutureLab, an educational thinktank aimed at transforming the way people learn that focuses on the potential offered by digital and other technologies. This method for developing scenarios uses non-specific images of people of different ages in different locations printed on cards as a stimulus to thinking. The workshop used cards such as these shown below from the Building Visions for Learning Spaces sequence of cards. The workshop participants are then asked to envision first a range of learning activities that could be happening within the image and the people involved in them, then the anticipated outcomes and the technological resources that will be needed. One of these activities is then chosen by each of the groups for fuller development into a future scenario. In each of the above three cases the workshop was set up to start with two initial keynote presentations designed to stimulate thought and discussion from recognised experts. These keynotes (found under workshops 8-10) are available from the Adding a Mobile Dimension to Teaching and Learning web site2. These were followed by a series of discussion activities informed by the futures prediction method being used and facilitated by the research team. A discussion workshop is a recognised method of collaborative knowledge construction through discussion and debate amongst peers or experts. The workshops were run as focus groups with the facilitator encouraging discussion and debate and following a qualitative, phenomenological research approach.

What is British Cinema?

British cinema is the most respected industry in the world and has the impact on modern cinema. This industry is characterized by its constant debate about its distinctiveness which includes cultural and economic issues and the influence of American and European cinemas. The golden age of British cinema started in 1940 from the studios of Rank and Korda. This industry had given many actors, directors and many motion pictures (Curran and Porter, 1993). This paper covers certain aspects of British cinema industry and discusses two movies of the Drama genre released in 2009 and 2010.Both the movie is based on young generation that shows full of inspiration and enthusiasm for a particular dance form. The movies have been targeted to the youth and did good business. The movies also provided a good presentation of the present day’s culture in terms of settings, food, and clothing of characters, family types, issues faced by children in home and schools and others. These teenagers pr esented in this movie represent a different class of children altogether that have so much passion for their favorite art forms.In the recent past there have been lost of development in various forms of arts from music to dancing. Number of British, American, and Australian, Italian and many other singers and musicians are rocking the world with their music and the increased fan followings for these artists have increased. Teenagers are particularly inspired by them. The glamour of these arm forms attract millions to watch and perform. Discussion British cinema had faced the times of recession and boom. There are many factors which can be used to know the growth of this film industry.The growth can also be known by the number of movies produced. This cinema industry was boomed first time in 1910 but they again seen recession in 1920 just due to the competition with the US. The protective measures, which lead to the recovery and for the high production, Cinematograph Films Act 1927 h as been launched in 1936 Curran and Porter, 1993. As British cinema was just got recovered from the first waves of recession, it was hit by other recession waves in mid of 1970. This continued till 1980’s. Due to renewal of private and public investment, British cinema again got recovered in 1990’s.There were some movies produced during recession like Chariots of Fire (1981), which was the successful movie. Like this movie they have released many other movies and they were successful too. British industries have also launched the better technologies to edit the movie and now the movies are releasing in better picture quality. The movies have got worldwide success and these movies earn much higher as they have good picture quality, sound and the storyline like historical, cultural and artistic dimensions. These movies are also well known due to the educational behavior as these movies have some moral into it (Murphy, 2009).Many movies were produced in 2000’s but there were some movies which were highly appreciated by the viewers. Two of the movies are Fish Tank (2009) and Nowhere Boy (2009), which are from the same genre (drama) but the movies are based on the lives of teenage. Movie 1: Fish Tank (2009) Fish Tank is the movie which is based on the life of a teenage girl who got influenced by the street dancers and describes their dancing as being horrible. In this movie, Mia who is just 15 years old girl and living with her mother and sister on Essex Council Estate.She never go out of her estate as she was secured in her house because as she move out, the authorities starts troubling her and that’s why she had left her schooling. She just drinks cider most of the times, in her house. She only came out of her house when she does the street dancing otherwise she remain in her lonely flat and practice inside the house only. Once when she was roaming around in her estate, she saw a horse which was trying to get free but the horse was una ble to get free. She found it painful and brought the hammer to help the horse but she faced the anger of its three owners.Two of the owners have grabbed her to stop her but she get away from them after struggling with them. She got free just because of the dog of Mr. Billy, the third owner of the horse and explained everything to Mia. He told her that the horse is not thin but it is ill and it is in its last stage. After this meet they both have became friends. Connor, Mia’s mother’s boyfriend, while preparing the tea in the kitchen, interacted with Mia regarding the music video that Mia was watching. Connor works as the security guard in the hardware store and wanted to be a father figure for the two children.Connor always carries Mia to her room and also removes shoes and put blanket on her. Mia’s mother, Joanne, was enthusiastic as when she asked for the trip, both of the girls got ready to attend her mother and Tyler had shown much interest. When they were on trip, Connor asked about the animal and played the songs of California Dreaming. Mia always tried to impress Connor as when he was catching fish she helped him and also when her mother got hurt in the river, Connor avoided Joanne to give a piggy-back ride to Mia.Mia was slowly attracting towards Connor and she was having some thought in her mind related to Connor. She reacts angrily with the Connor and due to which Connor came to know that she is the witness of the intercourse between him and Mia’s mother. Connor borrowed the camera and gave that to Mia as she wants to go for the auditions of the local dance. In between that time Mia came across the social worker who was introduced by her mother to restart her schooling which she had left. But Mia refused to go and had a drink from kitchen and went out of house.She had seen the video on street dancing on YouTube and took the help of Billy to search the car parts to buy the alcohol for her self. After she sent her video, sh e received the call for the audition. When they were celebrating by having the drink, Connor asked Mia to show her dance steps. She performed on California dreaming and was asked by Connor to sit along with him. As Joanne went upstairs, Connor and Mia had sex and then he was embarrassed by the thing he had done with Mia. So he told her not to reveal the secret to Joanne.The very next day she came to know from her mother and Tyler that Connor had left and Mia knows the place where she can find Connor. Mia found him in his house in Tilbury and talked with him so he told her that he is unable to go back again to her mother which directly indicates that he doesn’t even want to meet Mia again. She didn’t made any issue of the age difference but Connor given her money before the goodbye kissing and left her to the station to get herself back home. She wasn’t ready to back her home but she again reached to the Connor’s home from the back window and entered into it as she found it empty.In Connor’s house, she came to know that Connor is married and also he’s having the daughter named, Keira and she had a call of nature over there on the floor. Mia then came out of the house and made a move but she have seen Keira playing on her scooter, also she convinced Keira to set off across the field along with her that she’ll give her an ice-cream as told by the Keira’s mother to Mia. Keira started kicking Mia as they were running through the field and approaching towards river. As Keira became upset, then she started troubling Mia, and as Mia got frustrated, she pushed her and Keira fallen down into the river.Then Mia saved Keira with the help of the Branch of the tree otherwise Keira might have drawn completely. After saving Keira, they both returned back towards the home as the Keira was wet and feeling cold too. Then in between their way to home, Connor arrived and slapped Mia and pushes back her. He then took Keira and drive back towards the home. Many days have been passed and then Mia came to the audition for which she had been called and seen the exotic dancer performing. Her turn came and she came on stage and music started.Then she had seen the fellow semi-nude auditionees and she walked off from the stage and went out to find Billy. She came to know that the horse which she cared for was dead and started weeping. Then Billy came and tried to stop her weeping and ask her to accompany him as he was leaving for Cardiff. Mia got ready and packed her bags and after having a dance with her mother and sister on the song â€Å"Life is a Bitch and then you die†, she went off. While she was leaving her mother didn’t reacted as she said good bye and then she sat with Billy and drive away for the new life.The movie is full of drama and sequence of events that keeps the interest of audiences. Mia in the Fish Tank is struggling with her own emotions, desires and issues of morality. The clim ax of the movie is a mixer of the feelings where in one hand she leaves the audition that was for erotic dancer, her favourite horse dies and she decides to move ahead to explore better opportunity and before that she enjoys with her family. Movie 2 Another movie which was also based on the same genre was â€Å"Nowhere Boy†. In this movie a teenage boy, Johnson, got success just because of his aunt and uncle.His aunt, Mimi, who is loving, inspirational and reserved kind of woman while her husband, George, is companion for the lively and intelligent boy. John was overwhelmed, when her uncle died due to cancer. During the funeral, John met his cousin Stan who showed him the place where his mother lives and was shocked that the house is nearby to his aunt’s and there he met Julia. Julia was fun loving girl whereas her aunt was strict. Julia’s clothes and her hair have the matching which work as the attraction for John towards Julia. The relationship became deeper b etween Julia and John which was unfair to Mimi.Julia teaches John to play Banjo and also introduced him to â€Å"Rock n Roll†. Mimi unknowingly bought a guitar for John and due to which he failed to improve in the school and was suspended. Then he moved along with Julia to her home where he met with Bobby. In that night he heard Julia and Bobby’s conversation with which he recognized that Julia is soft hearted and next day she again moved back to her aunt’s house. Then he met with the young guitarist who just looks like a twelve years old kid but he can play the guitar better than any other band.They started the rehearsals together and the band also started creating buzz. Soon he started getting fame and he enjoyed that. Then on Julia’s birthday, he met her after a long time span and found out the truth that why he got irritated in his life. And after that his life started moving smoothly and he got success to every point. The movie shows the struggle of the teenager to deal with the past and move ahead with life. The events and the presentation of events have been very impressive in entire movie.In both the movies, the main aspect was to show the life of the teenage girl and a boy that how the society deals with. In Fish Tank, Mia was the girl who got admired by the street dancers who were performing and in Nowhere Boy also, John got admired from the guitarist who can be able to play much better than the band. And in both the movies, director had shown clearly that the future is influenced by the past. So Mia got tensed in the movie Fish Tank as she heard that Connor had left them and in Nowhere Boy, John was also got irritated due to his past.These movies was generally built for the young generation people as they already have pressure of studies and their hobbies and what they want to be in their life. Society also provide pressure to them which result in making pressure in the mind of the child and due to this many children left studying and they got distracted from their hobbies too. Reference British Film Industry available at http://news. bbc. co. uk/2/hi/in_depth/entertainment/2003/british_film_industry/default. stm Curran and Porter, 1993 British Cinema History, London: Weidenfeld & Nicholson 9-23Murphy, R. ed. , 2009 The British Cinema Book, London: BFI, 1-64, 65-142 Fish Tank official website http://www. michaelfassbender. org/episodesfte. html http://www. hollywoodreporter. com/hr/film-reviews/fish-tank-film-review-1003973214. story Image Fish Tank from http://www. movieroar. com/images/fish-tankpster1. jpg Nowhere Boy Movie Review http://www. futuremovies. co. uk/review. asp? ID=1110 No Where Boy movie details available at http://www. nowhereboy. co. uk/ http://www. hollywoodreporter. com/hr/film-reviews/nowhere-boy-film-review-1004031851. story

My Travel Experience in Sri Lanka Essay Example | Topics and Well Written Essays - 1250 words

My Travel Experience in Sri Lanka - Essay Example I was feeling really excited about the days ahead of me and could barely wait for the plane to touch down. Finally, the plane landed. It was hot and humid in June. It was almost a 3 hour long drive from the air port to Galle where my host family lived. Mr. Smith, a plump and pleasant man was my host and he welcomed me .After a short introduction I was led to what was considered the biggest room in his house. I entered the room and felt a bit ill at ease since the room was very narrow with only two beds. Everything in the room was dark brown in colour. The full length mirror was stained to the extent that one could not see anything on it. I felt suffocated but rested on my bed while talking to other volunteers. Soon it was time for the meal and I inquired about the menu to which I received a very strange smile from my friend. Laid on the table were four yellow dishes and I immediately recognized that they were all curries. The water spinach was chopped up and cooked in curry, the tuna fish was cooked in curry, the potato and carrots were cooked in curry. I filled up my plate with boiled white rice and tried each curry. The curry on the table tasted very different from Indian, Thai or Japanese curry. It has its own special herb smell and was very salty as well as spicy. What surprised me was that the rice was also salty and spicy. Suddenly, I saw some little ants and spiders walking on the table. I was startled for a second and looked around. I saw everyone enjoying their meal and hence I kept quite. I finished off my meal with lots of water and went back to the small room quickly. The next day was my first day of volunteering at an orphanage. Our responsibility was to take care, feed and play with the babies at the orphanage. We hired a â€Å"tu-tu† the motor pedicab to reach our destination and paid only rupees 80(about 0.6 USD) for

Discussion post Essay Example | Topics and Well Written Essays - 250 words - 8

Discussion post - Essay Example As indicated in the regulations and guidelines issued by the Department of Health, Education and Welfare, the IRB teams should comprise of at least five individuals including a representative of the community. This enables the IRB to review a proposed research on the basis of community, legal and professional acceptability (Codina, 2014). After going through ‘Protecting Human Research Participant’ course, I had an opportunity of discussing with a nurse engaging in research about prevention of ventilator pneumonia in babies in the ICU. From information gathered, the nurse had completed the initial training in research ethics prior to submission of a protocol. She was able to undertake the online training offered by the Collaborative Institutional Training Initiative (CITI), for engaging institutions (Mateo & Foreman, 2013). In my workplace, the IRB comprises of two hospital administrators, clinicians, nurses, a professional in medical ethics, two lay individuals from the community, and a statistical professional. The IRB maintains an equal gender ratio. The IRB acts as a screening centre for issues of conflict of interest in research or institution and is also responsible for monitoring difficulties in the study. The IRB is governed by FDA, and its practices and policies are reviewed periodically for cert ification (Zenios et al.,

The Global Future Case Study Example | Topics and Well Written Essays - 3000 words

The Global Future - Case Study Example This will present the company's strengths and critical issues which will impact the company's success in the new market. The report explains how Grapevine will use its capabilities to sustain and increase profitability. The report gives an overview of the organization's mission, vision and objectives and then explains the environmental factors which affect the business. The environment is scanned with using both the SWOT and PEST analysis. The results are used to identify key strategic areas for the company to focus on. Within the next five years Grapevine will be a leader in the market and will help clients grow and expand their businesses by providing innovative, reliable and effective marketing solutions. We will remain a financially firm company and work towards securing our employee and customer interests. Our company works towards providing consultation in addition to a complete range of cost effective marketing solutions for businesses that require rapid results to meet their market and financial goals. The analysis of the environment is essential for understanding the future potential of the organization and its business success ( Covello & Hazelgern, 2005). This section looks into the current and potential situation of the environment in which the company will operate. ... To be recognized as a leader in marketing consulting and communication services. To provide a complete range of innovative marketing services that meet customer needs To keep our overall goals and objectives in line with those of our clients To establish long lasting relationships with our clients To keep our overall mission, vision, objectives and values in line with those of our customers 3.4 Position Our company works towards providing consultation in addition to a complete range of cost effective marketing solutions for businesses that require rapid results to meet their market and financial goals. 4. Environmental Scan The analysis of the environment is essential for understanding the future potential of the organization and its business success ( Covello & Hazelgern, 2005). This section looks into the current and potential situation of the environment in which the company will operate. The first portion of the environment scan is the macro-scan which examines the environment at a broad level. The second portion is the micro-scan which analysis the situation at the organization level. 4.1 Part 1 Macro-scan 4.1.1 PESTEL Framework The acronym PESTEL stands for political, economic, social, technological, environment and legal factors. The PESTEL analysis is a framework that categorizes the environmental influences. This analysis describes how successful or profitable a business will be and how attractive it is for investment (Martin & Thompson, 2005). Political Situation The legislation in the host country market favors entry into the market particularly in case of licensing and franchising. However, the future of the legislation and the political situation of the country are

A Quantitative Critique for Predictors for NCLEX Success in Nursing Essay

A Quantitative Critique for Predictors for NCLEX Success in Nursing Students - Essay Example The purpose of the following study is to examine the correlation between the NCLEX success and scores of the NET and PreRN examination scores. NCLEX-RN is a national multiple choice exam overseen and administered by the National Council of State Boards of Nursing. It was first introduced in 1982 as a paper-and-pen two-day exam to a computer-adaptive test in 1994 which is also the present test form. TM was introduced in 1997 there are not many similar studies therefore. According to Rubino (1998) there exists a correlation between NCLEX success and NET scores. Among others, according to the Alexander and Brophy (1997) study the firmest predictors of NCLEX success were SAT verbal scores, nursing grade point average (GPA) and National League for Nursing (NLN) Comprehensive Achievement Test scores. Another study by Barkley, Rhodes and DuFur (1998) detect a bond between on standardized test scores and NCLEX, while Beeson and Kissling (2001), Briscoe and Anema (19999), Endres (1997), Swenty (1998), Wescott (1997) employed academic and non-academic variables for their stidoes: the Mosby Assess Test, NLN Achievement Tests, RN Entr ance Examination and ACT. These former content a high GPA is a predictor of success in nursing courses, and above the average scores on standardized tests were predictors of success on the NCLEX exam. Finally the study by Beeman and Waterhouse (2001) suggest that the results of NCLEX could be accurately via available student data. Study Framework, Research Objective and Study Design A drop in NCLEX-RN scores in 1997 led to exploration of failures rates and finding ways to overcome these. Defining predictors of NCLEX-RN such are the Nurse Entrance Test (NET) and Pre-RN exams of the Educational Resources, Inc. (ERI) and part of the Total Testing (TM) package. Total Testing is a monitoring technique held during the course of study and aims to increase NCLEX success evaluating student diverse performance under diverse conditions. The study at hand utilized for the purpose of the paper is a correlational comparative study utilizing the formerly mentioned NET and Pre-RN exams to answers the following questions: Is Pre-RN is the proper tool for NCLEX-RN success rate forecast Is NET is the proper tool for entrance to a nursing school program Are both Pre-RN and NET are predictors to successful performance on the NCLEX-RN exam Variables Analysis was performed using descriptive statistics with inferential statistics employing strength of relations between the measured variables, difference between groups' means, and confidence interval in a two-tailed test (Sayles, 2003). Demographic variables are used as independent along with average point and other marks, grade point average, ACT and additional test scores, taken courses and work experience. Sample, Population and Setting The studied sampled included the senior 83 students of an Associate in Nursing Degree Program (AND) and was held in 2001. (Sayles, 2003) with 78 students graduating and 68 of them taking the test for the first time. Data were obtained by university records and records form the nursing college and were divided in four categories of demographic data, applications to nursing courses, NET and Pre-RN data and the NCLEX results. The analysis and correlation

What do you understand by the term racism Using examples from one of Essay - 1

What do you understand by the term racism Using examples from one of the areas of policy we have covered, explain the existence of racism in contemporary Brit - Essay Example Upon making contact with the natives of these lands, the Westerners had the idea of dominating and subjugating the populace of these lands for providing them cheap labour etc to get benefited from the already existing bountiful resource base. The Renaissance had of course given a fillip to dynamism of ideas in Europe but these ideas were meant only to elevate the immediate environment and such enlightenment was not required for experimentation in the lands which were later to be colonized. It was a deliberate policy devised at the highest levels and its implementation was ensured to keep the status-quo in favour of the would-be colonizers intact. This probably must explain the background in respect of all that we associate racism currently with. And wherever the European colonizers went, they had neither any compulsion to neither extend respect to the way of life under their territories nor incorporate whatever wisdom these lands had to offer in return. Earlier, similar enterprises by powers other than those of Europe and the West also exhibited the same pattern (1). Arabs also under the zeal of their religion became colonial powers and controlled far more territories permitted by their strength in their time. In so far as a comparison is sought to be drawn between Arabs and the West, the former did understand their people and themselves changed in a way that suited their political and social correctness. The Westerns did not learn the same from Arabs despite their same religious and civilizational origins in the Semitic nature of their religion and culture. Racism is generally nourished as a sort of belief that the races have distinctive cultural characteristics determined by hereditary factors and that endows some races with an intrinsic superiority. This belief accordingly involves abuse and aggressive behaviour towards members of another race. Social scientists are of the opinion that ethnic groups have or do create a sense of grouping