The relation of color psychology in Fashion Design Research Paper

The relation of color psychology in Fashion Design - Research Paper Example The essay "The relation of color psychology in Fashion Design" concerns the connection between color psychology and fashion design. That said, black and white might mean something different in different cultures, as black may symbolize mourning in certain cultures, and white may symbolize death in certain cultures. The following is an analysis of the colours white and black, with regard to fashion – why they were popularized, what they mean to society, and what they meant to two of the fashion icons who popularized black and white – Audrey Hepburn and Marilyn Monroe, respectively. Miller (2004) describes his theory of the little black dress and why it is popular and what it means. According to Miller (2004), there are different suspects as to why the little black dress become popularized. Among these is capitalism, history, modernism, and consumption. Capitalism might be responsible for the little black dress simply because the trend began, through Coco Chanel, as indic ated below, and there were designers who were willing to capitalize on this trend. It is simply a case of giving the consumer what they want. The second suspect, according to Miller (2004) is history. According to this theory, outfitting oneself in colorful dress was a function of the rich in history. As men, and women, decided to look less wealthy, and less egalitarian, they chose black, because it made them non-descript. This goes along with the theory put forth by Rubinstein (2001), who states that the rich in Western society. maintained a kind of visual superiority to the middle class, as a way of asserting their superiority in a land where they had to compete for wealth, prestige, power and social rewards. Another historical analysis of the trend concerns Queen Victoria, who was in â€Å"endless mourning,† wearing black, and the black dress worn by Queen Victoria in her mourning came to symbolize mourning in general (Miller, 2004). Modernism is the third suspect on Mille r’s (2004) list. In particular, the aesthetics of modernism is focused upon minimalism. That said, there is also some thought that, in contrast to the theory that black and white dressing represents modernism, there is the thought that the colour black is traditional, and, therefore, designers such as Giorgio Armani have attempted to offer alternatives to black. The theory behind these offerings are that the modern woman is supposed to have security with herself and her roles, so she can leave the black behind and play around with colour (Benstock & Ferriss, 1994). Finally, Miller (2004) identifies consumption as being the reason for the black dress. In this, Miller (2004) states that women have a certain anxiety about choosing colourful dress. Even though they might want to dress in colour, they cannot bring themselves to do so, because of lack of confidence and anxiety. The â€Å"little black dress† was popularized by Coco Chanel in 1926. Chanel, in general, was a fa shion icon, as well as being a fashion designer, as she introduced minimalist fashions at a time when women were still wearing large hats, corsets and high boots. According to De La Haye (1988), Chanel popularized the minimalist look because she recognized that, after the first World War, that women were yearning for a different look, one that did not demand that she continue to immobilise herself in unnatural shapes, just so that she could become fashionable. This period also coincided with the demise of the couture houses (Crane, 2000). Chanel started by designing simple, yet elegant hats

Loss Aversion Essay Example | Topics and Well Written Essays - 1000 words

Loss Aversion - Essay Example In this particular source, the author discusses the issue of cost aversion from a phenomenal perspective. This is because the writer treats the topical issue of finance and cost aversion from a rational perspective where he makes use of radical human experiences to understand the basic principles of finance rather than using complex financial terminologies. Due to this reason, the writer introduces a theme, which is refers to as mental accounting. By mental accounting, each member of the wider population is assumed to be a financial expert because in one way or the other, the person uses his or her mental faculties to undertake and comprehend basic marketing and financial principles. The focus of the work of the writer can therefore be said to be looking at marketing and finance from a behavioral approach rather than a technical approach. From a personal analytical view, it would be said that the content of the writer’s work may concern some justifiable points but not much work was done by the writer to prove the authentication of the facts presented. For instance there was not the use of any financial models. The source would however be strongly criticized on the lack of empirical financial models being used in the data collection process. Though a finance and marketing paper, the writes are seen as writing from a more behavioral perspective. This dismisses the use of any well defined quantitative arguments that could offer a generalized persuasion of the arguments put forth. Camerer, Colin. Three Cheers--Psychological, Theoretical, Empirical--For Loss Aversion. Journal of Marketing Research, Vol. 42, No. 2 (May, 2005), pp. 129-133. Available at http://www.jstor.org/stable/30164010 Camerer (2005) is credited as a multi-disciplinary scholar whose research cuts across several fields and acreas of study. His major area however happens to be in finance. The source put forth by Camerer (2005) is

Topics in cultural studies Essay Example | Topics and Well Written Essays - 750 words

Topics in cultural studies - Essay Example The seven hills on which this civilization grew were divided into the Eastern and Western halves. The Eastern half comprising Quirinal, Viminal, Caelian, and Esquiline were part of a volcanic ridge. The Western group included the Aventine, Palatine and Capitoline hills. All these seven hills were separated by marshy lands.† (Maps of World, 2008) Government The government had three main stages: Regal that is governed by a monarchy; Republican that was run by two consuls and other elected officials; and Imperial that divided the citizens in three basic classes: the senatorial, equestrian, and lower classes (Spielvogel, 2011). Greece consisted of several city-states that each had its own government: monarchies that were ruled by kings; oligarchies that were run by aristocrats; tyrannies that were lead by one of the aristocrats who obtained power over the others by getting the support of the poor people; and democracies that gave the poor people more power (Carr D. K., 2011). Relig ion / Philosophy â€Å"Very similar cults appear under the names of different gods: fire festivals belong to Artemis, Demeter, Heracles, and even Isis; ox sacrifices in which the ox-slayer flees from the scene of his deed are celebrated in honor of both Zeus and Dionysos; maidens are consecrated to serve in the temples of Artemis, Athena, and Aphrodite; a peplos may be woven for Athena as well as Hera† (Burkert & Raffan, 1985). There were plenty of gods to honor in pagan Rome They knew about religious procedures, or rather, the processes and formulas required in any given circumstance to ensure effectiveness of divine assistance. For Romans, religion is not a belief, a feeling, or a mystique; it was purely utilitarian practice (Turcan, 2000). Economics and Trade Greeks ideally lived on small self-sufficient wheat-producing farms, but bad agricultural practices made many households incapable of feeding themselves. Big estates took over, producing wine and olive oil, which were also the chief exports of the Romans (Gill, 2011). The Romans, who imported their wheat and annexed provinces that could provide them with this all-important staple, also farmed, but they also engaged in trade. , the economy of Rome was dependent on slave labor from the expansion until the late Empire (Gill, 2011). Art / Architecture The goal of the classical Greek sculptors was to produce an ideal artistic form. Art is divided into Mycenaean, geometric, archaic, and Hellenistic periods (Gill, 2011). The Greeks developed three architectural systems, called orders, each with their own distinctive proportions and detailing. The types of columns use in their temples and other buildings are typical of each architectural system or order. The orders are Doric, Ionic, Corinthian, Composite, and Tuscan (Carr D. K., 2011). The goal of Roman artists was to produce realistic portraits for decoration (Gill, 2011). The goal of Roman artists was to produce realistic portraits for decoration. The Romans brought a lot of new ideas to architecture, of which the three most important are the arch, the baked brick, and the use of cement and concrete (Carr D. K., 2011). References Burkert, W. & Raffan, J. (1985). Greek religion: Archaic and classical. Massachusetts: Blackwell Publishing, Ltd. Carr, D. K. (2011, March 2). Ancient Greek government; Roman Architecture. Retrieved May 2011, 7, from KidePede: http://www.historyforkids.org/learn/greeks/government/ Carr, T.

Reflection On Residential Workshop And Positive Interrelationships Nursing Essay

Reflection On Residential Workshop And Positive Interrelationships Nursing Essay Recently I attended a 7 day residential workshop at Findhorn Foundation in Scotland. The two middle aged co-leaders were very experienced in running this workshop, but had never worked together before. Ineka was Dutch and Annis was from the UK. The twelve participants from varying professional backgrounds were of various ages from mid twenties to mid 60s, from all over the world and with several using English as their second language. Although clearly stated in the application form, this was NOT a therapy group however three people had slipped through the screening process and arrived with diagnosed mental illnesses. Two were on medication but the third, Barbara, was not. The higher the level of an individuals psychological pathology e.g. depression, anger, anxiety the less able he or she is to develop and maintain caring and enriching relationships (Johnson Johnson 2009). This was my second visit to Findhorn, the earlier visit being 34 years ago. The purpose of the workshop was to introduce the members to the work of the Community, a World Heritage Eco Village and a spiritual community which runs many human development courses in its college every year. There was a second purpose of which I was unaware to experience and work through a wide range of emotions to increase positive interrelations. I was strangely obtuse about this second purpose and concentrated only on the first. Entitativity is the perception that a group is cohesive with members bonded together. The stronger the joint goals, shared outcomes, interpsersonal bonds, the greater the apparent entitativity of a group (Welbourne, 1999). Our group had incomplete entitativity, I for one feeling detached throughout. The leaders appeared unaware of the dislike many participants had for Annis, who frequently exhibited unnecessary controlling behaviours. Her autocratic style of leadership was rejected, while Inekas equally autocratic style was acceptable because she was a more agreeable, more authentic person. This conflict was not brought into the open, instead being discussed within subgroups, during recreational times. Anniss controlling behaviour impacted on the groups cohesion; there was entitativity amongst the group AGAINST Annis. We found a bond in our mutual rejection of her though that bond, for me, was not sufficient to make me feel part of the group for many reasons. Socializing outside the group can increase the groups cohesion but we divided along age lines. I couldnt get interested in the younger ones, their beliefs, interests and stories. Counterproductive socializing did not happen, nobody feeling excluded from cliques. One detrimental aspect of our group was our refusing to challenge one another for fear of jeopardizing newly forming friendships, and relying on the group as the source of our current social life. We were a long way from home, in an unknown setting, and needed each other for emotional security. Communication was autonomous rather than allonomous in its style of interaction. We talked directly to each other, rather than via the leaders. There was much praising, supporting and offering of help from us all. We all took care to understand and be understood by those who did not speak English well even when this required considerable effort. Gibb, 1961, established that evaluation, superiority, certainty and control produce defensive communication. There was a defensive reaction to Anniss control and certainty. There was evaluation and superiority expressed by participants, but mostly the leaders, against the non-Findhorn world. We were enlightened insiders educating and influencing the ignorant outer world. These attitudes I rejected, which impacted on my commitment to the group. Much respect for each other and each others contributions to the group efforts were articulated. The more accepting and supportive participants were of each other, the more likely they were to reveal ideas, feelings and reactions. The more trustworthy our groups response to such disclosures, the deeper and more personal the thoughts a participant will share (Johnson et al, 2009). We had revelations of bisexuality, of partnering with a paedophile, of terror at failing to cope with motherhood, of being overwhelmed with the exposure of self revelation. Clearly the group was achieving its goals for some of us, but not for me. I revealed more than I ever have before, but my core emotional wounds I kept hidden. I was astonished by such revelations and wanted to rescue those in distress, lacking any other response to such pain. Corey, Corey Corey, (2010) explains that if someone finds it too difficult to witness anothers pain, the supportive individual attempts to offer pseudo support rather than a genuine expression of concern, and empathy. I felt helpless the first time Barbara howled with pain. I postulate that there may also be pseudo pain. The second time Barbara lay in foetal position and screamed in agony, I was astonished to see her sit back on her chair calmly, well satisfied with the attention she received. The third time she performed I felt a little exploited. Thus I remained an outside observer, wondering if I should feel guilty for not being more empathetic. Power may be directly or indirectly expressed through group norms and values. Norms are agreed modes of conduct and belief that guide the behaviour of group members (Johnson et al, 2009). Our group obeyed the direct power exercised by the leaders. We were also systematically educated in the norms expected of us by the Findhorn Community. This was done in discussion and by the leaders modelling expected behaviours. At one point Annis gave us a lecture on the rules of group sharing sessions, the only time I thought she was directly criticising us and I didnt agree with those rules, wanting to give feedback to the person who had just shared but this was not allowed. Sharing was to be received in silence. The first time Barbara broken into howls of anguish, and shared a nightmarish experience she had had while on a group nature walk, she concluded with Now I feel foolish. I believed she should have been reassured that we had not found her behaviour foolish. I too felt ridiculous after co mpleting a task to show a side of me that others havent seen yet and I demonstrated my three year old self having a tantrum. I needed feedback. I was aware that energy is tied up in withholding feeling. When released, people typically reported terrific physical and emotional relief called catharsis. Barbara appeared not to. While expressing emotions may be culturally inappropriate in some situations it was not at Findhorn but later I questioned whether she actually was experiencing the healing of catharsis. Catharsis alone is limited in regard to producing long-term change. Barbara needed to understand her experience by putting into words those intense emotions but this was forbidden by our group norm which made discussion taboo (Corey et al, 2010). Every individual and group uses a mixture of learning styles, namely experience, reflection, conceptualisation and active experimentation (King Kiely, 2004). Our programme used all these adult learning styles in its varied tasks. We played games, danced, walked in Nature, meditated, listened to lectures, drew, made collages, sang, watched films plus much more. However the programme used mainly structured rather than unstructured exercises, which King Kiely (2004) claim is predominantly used for psycho-educational groups. As our leaders were very experienced they had developed their own toolkit of creative exercises though one participant began to cry during the first mornings session of encounter games designed to bond the group and I felt uncomfortable, and quite disgruntled, at having to take part in these role plays as they were outside my expectations. They were too physical, too unpredictable, for me to feel safe in the group at this stage. Our group had no procedures to seek out dissenting opinions. Group think is the collective striving for unanimity so that there is no appraisal of alternatives. There is lack of reality testing, a weakening of rationality, judgemental thinking and the ignoring of inconsistent external information. Groupthink censors discussion of disagreements or arguments (Quinn Schlenker, 2002). Our group felt strong pressure to agree with one another, and failed to engage in effective discussion. If the leaders believe in members capacities to make important personal changes participants may consequently see the group as a valuable conduit to personal growth. If the leaders listen non-defensively and communicate that they value members subjective experience, members are likely to see the power in active listing. If the leaders are genuinely able to accept others for who they are, participants will learn to accept peoples rights be themselves and be different. Modelling behaviour in groups is one of the most effective ways to teach members how to relate to one another constructively and deeply (Corey et al, 2010). These were our leaders successes, with the exception of Anniss need for too much control. If members feel that they are deeply understood they are more likely to trust that others care about them. A misapprehension of invulnerability, indicated by unjustifiable optimism and too much risk taking was present (Keyton, 2006). The norms of the group meant we were above attack and reproach. One participant, Elka, learned that her lover committed suicide while she was with us, and as a diagnosed depressive herself who had attempted suicide 6 months before, was vulnerable after hearing such news. The leaders offered her no feedback, as per their norms, and welcomed the fact that she opened herself up to this challenge! They stressed that they were not a therapy group but I claimed Findhorn attracted damaged people and its leaders should be trained in crisis management. But there were no contingency plans available for when participants became unstable. Absence of disagreement is the primary cause of groupthink (Courright, 1978). I kept my criticisms to myself in group time but talked about them privately to some participants as similarly did others about Anniss controlling behaviour. Members learn how they function as a person in the world by looking at the patterns they use in the group session (Corey et al, 2010). I protected myself from vulnerability by taking on the role of critical assessor, probing for information, attempting to give advice and paying attention to the dynamics of individuals and the group. Instead of paying attention to how I may be affected in the group, I shifted the focus to others, thus I was left behind as the group developed (Corey et al, 2010). The leaders did not sensitively block this defensive behaviour. They could have pointed out to that I was depriving myself of the maximum benefit from the group by paying more attention to others. Schutz (1958) identifies 4 stages in group development. The first, inclusion, assesses individuals as pondering where they fit in, feeling vulnerable, excited and often fearful. The second stage, control, is the jockeying for leadership, control and power. Who is marginalised, who is threatened, who frustrated with authority problems, who projecting onto the leader? This is where I fitted in, as I became frustrated with the groups unwillingness to express negative thoughts or give personal feedback as per the censoring demands of the leaders. My defensive role of critical observer anchored me to this stage. The third stage, affection, is a time when participants feel a sense of belonging, happiness, love and harmony with each other. The others in the group were able to feel this with each other, but not with Annis. The last stage is termination. Creating an effective group requires an appropriate balance between support and challenge but our group lacked appropriate challenge. Our norms were supportive and several participants used that to take risks but that in-itself was not sufficient. Groups that use confrontation to strip away the defensive behaviour of members often consequently have increasingly defensive interaction. Leaders are best to refrain from highly confrontational involvement until they have developed a trusting relationship with participants. Once interpersonal trust is achieved group members are usually more accepting of challenge (Corey et al, 2010). Theasaurus to here: ie done above. I never gave up the safety of my defensive detachment nor did others in the older sub-group. Resistance is a normal process that can lead to productive exploration in the group. The defensive style may take various forms such as conflict, detachment, distrust or diverting but the underlying fear is of getting close and the vulnerability this implies. The most successful way to deal with difficult behaviours is for the leaders to simply describe to members what they are observing and let the members know how they are affected by what they see and hear. Showing a willingness to understand the members behaviour is the gentlest form of confrontation. Using such a strategy in our group would have been helpful (Corey et al, 2010). When feedback is given honestly and sensitively, members are able to understand the impact they have on others and decide, what, if anything, they want to change about their interpersonal style. Feedback has been associated with increased motivation for change to o (Morran Wilson, 1997). Group leaders need to teach participants how to give and receive feedback. Members are more likely to consider feedback that may be difficult to hear when there is a balance between positive or supportive feedback and corrective or challenging feedback. Members can benefit from both if the feedback is given in a clear, caring and personal way (Morran et al, 1997). Positive feedback should be emphasised during the early stages of the group. However positive and corrective feedback should be balanced during the middle and later stages (Moran et al, 1997). However this did not happen for us. Corrective feedback is more credible, useful and increasingly more accepted by members during the working and ending sages. Leaders need to assist in establishing appropriate norms that encourage the giving and receiving of corrective feedback. (Morran et al, 1997). Our leaders modelled positive feedback but not corrective feedback and the groups success was inhibited accordingly. Our final session involved tasks to put what has occurred in the group into a meaningful perspective and to plan ways to continue applying changes to situations in our daily lives. At this time members need to express what the group experience has meant to them and to state where they intend to go from here. Members need to face the reality of termination and learn how to say good-bye. The potential for learning permanent lessons may be lost if the leader does not provide a structure that helps members review and integrate what they have learned but our leaders did this (Corey et al, 2010). We exchanged email addresses and these emails became a valuable support system, particularly for Elka who returned home to find her lover had killed himself the day before. We all emailed her with our empathy and, in my case, good advice as to seeking help for herself. I remained a rescuer! Assisting members in creating a support system is a good way to help them deal with setbacks and keep focused on what they need to do to accomplish their goals (Corey et al, 2010). There was an evaluation sheet that allowed participants to say what was helpful and what was difficult about the group and ways that the sessions could have been improved. It asked for feedback on the leadership which I didnt give! Even at the very end I remained uncommitted to the group processes. This request for post workshop evaluation was a valid request but not sufficient. Evaluation should have been more frequent, with assessment of the groups needs occurring throughout the programme. Keyton (2006) explains that some members enjoy the group experience so much that they do not want it to end. This was particularly true of our younger members. They felt happiness and pleasure at having had a good group experience, but they also felt sadness and loss that the group was over (Rose, 1989). The final night saw us enjoying a celebratory dinner. Keyton, (2006) claims that celebrating success solidifies individuals connections to the group and helps members gain closure. I found such expressions of sorrow irrelevant, never having moved from the control stage of the group so for me, overall, the group did not achieve its second goal. It was, however, successful in regard to this goal for the younger ones. For us all, the goal of being introduced to aspects of living at Findhorn was achieved. 2726 words.

Only Drunks and Children Tell the Truth

What is the Sixties Scoop? The term Sixties Scoop was coined by Patrick Johnston in his 1983 report Native Children and the Child Welfare System. It refers to the Canadian practice, beginning in the 1960s and continuing until the late 1980s, of apprehending unusually high numbers of children of Aboriginal peoples in Canada [against the Native parents’ will] and fostering or adopting them out, usually into [medium-class]white families. An estimated 20,000 aboriginal children were taken from their families,† (1).The Sixties Scoop refers to a particular phase of a larger history, and not to an explicit government policy. Although the practice of removing Aboriginal children from their families and into state care existed before the 1960s (with the residential school system, for example), the drastic overrepresentation of Aboriginal children in the child welfare system accelerated in the 1960s, when Aboriginal children were seized and taken from their homes and placed, in mo st cases, into middle-class Euro-Canadian families.This overrepresentation continues today (2). In his play, Only Drunks and Children Tell the Truth, Drew Hayden Taylor manifests how Janice’s life is greatly impacted by the scoop-up leading to the loss of culture, identity crisis, and lack of sense of belonging. When an individual faces the reality of being adopted, life can become dreadful and disconcerting. Firstly, as part of Janice’s loss of culture, she will encounter herself struggling to connect with her roots by not being able to understand or speak Ojibway (native language).For instance, when Janice says â€Å"†¦ What was that she [Amelia] said to me in that language? †, (Taylor, 80). This part expresses Janice’s desire to know and learn more about her culture. However, learning about it after thirty-six years of absence, will not provide her with the proper knowledge and deeper understanding of Native culture as a whole, on the contrary, it will give Janice only a vague grasp of it. Also, when Janice says â€Å"I wonder if that’s why I bought that white fur coat of mine, my heritage coming through,† (Taylor, 91).In this case, it is clearly appreciated how Janice, who was removed from her family roots during the scoop-up, has grown up with an erroneous picture and false beliefs of what Native people look like As a result, she has created a mistaken perception of herself as an Aboriginal descendant which will repercuss the relationship between the Native environment and herself. In addition to the loss of culture, adoptees will go through an identity crisis, which can potentially make them feel guilty and confused preventing them from moving forward with their lives towards accomplishing their goals.As an illustration, Janice says, â€Å"†¦ I’m sorry I left the way I did. It must have been a horrible Christmas for you. But you must understand I didn’t walk out on you. I walked out on me . To everybody I was Grace, but to me I’m Janice. I don’t know if I can ever be the Grace you wanted, or the Grace Barb wants. I don’t know anything anymore †¦,† (Taylor, 101), she expresses sadness, uncertainty and incapability of discerning right from wrong. Thus, it can be deduced, she is suffering from identity crisis and she is unable to determine whether to hold on to her past or let it go and move on with her life.She is in a state of confusion that has her emotionally unstable. Similarly, when Barb calls Janice Grace, to which Janice responds â€Å"No, it’s not. My name is Janice. I didn’t know about â€Å"Grace† until six months ago. I don’t feel comfortable being addressed that way. It’s like somebody calling you Susan or Victoria all of the sudden. It doesn’t feel right,† (Taylor, 83). It can be said that Janice experiences an ambivalent atmosphere making her uncomfortable and exasperated wit h her surroundings, building a barrier wall between her and others.It is hard to imagine being called by one name all your life, and all of a sudden being told you have another name. It sets you back to the unknown giving you a sense of indignation, uncertainty and vexing. All in all, when an adopted person faces identity crisis, this individual will more than likely experience some alienation, incredulity and frustration. The loss of culture and identity crisis are two major factors affecting Janice’s life; furthermore, most of the indigenous children whom were adopted out during the Sixties Scoop will experience inner conflict due  to a lack of sense of belonging because they cannot find acceptance within themselves and the world around them.For example, Janice tells Barb â€Å"Barb, think about it. I was born here, but I don’t feel at home here and Amelia Earhart does. She’s family and I’m not because the Children’s Aid Society took me away. Doesn’t all this seem a little weird to you? ,†(Taylor, 82-83). This part can be described as ironic because even though Janice recognizes her roots, she feels Otter Lake is not her place to be.She never had the opportunity to establish a connection, to create a bonding between her background and herself. As a consequence she has a lack of affinity towards her biological family and her Aboriginal heritage. Moreover, when Janice confesses to Barb, â€Å"I wanted to belong here so bad. When I drove up that driveway, it seemed like I had prepared my whole life for that meeting. But from the moment I arrived, I knew I didn’t belong. You didn’t even like me,† (Taylor, 91).This expresses how Janice feels about her truth. The inevitable clash between her desire to belong to her past and the reality of her present, all of this leaving her in total perplexity. Therefore, it may be easier for a Native person to adapt to Western culture since they are surround ed by it, while to non-aboriginal people the Native culture is unknown. In other words, Janice feels the need to be accepted, to feel complete, but realizes that there is more to it than just looking like an Indian and wanting to be one.Having said that, it can be concluded that Janice’s life was negatively impacted by the Sixties scoop creating obstacles to the development of a strong and healthy sense of understanding and acknowledgement of her cultural background and heritage. In other words, she finds herself conflicting internally and doubting about her identity, the place she belongs to in the world and the knowledge as well as the appreciation of her stolen life and culture as an Indian.

Star Wars Sci Fi Essay

English Essay Explain how film codes are used to convey the elements of the science fiction genre in the film Star Wars. Start with the element of science fiction and then bring in the example Introduction George Lucas uses film codes in the film Star Wars to help convey the elements of science fiction. The film codes help to portray the science fiction through out the film. Unusual characters, unusual settings and advanced technology all portray the science fiction in the film. Technical, Audio and Symbolic are film codes that are particularly used in the film.Paragraph one Audio and technical codes are used to convey the element of science fiction, through the use of unusual characters. This can be shown through the way the camera looks at the character to show power and vulnerability. For example when R2D2 is hiding from the sand people they take a close up of him. This shows that he is vulnerable as the sand people might take him otherwise. Another example of technical codes woul d be when there is a low angle taken of when a sand person is on a bantha. This shows that the sand people are powerful.An example of when audio codes are used is when the sand people speak their different language. This is used to make the viewer unfamiliar with the character and think of them as foreign. Another example of audio is the tribal music, to show that the sand people are coming and make the viewer aware of their presence. These examples of film codes in this scene help to convey this element of science fiction. Paragraph 2 Audio and technical codes are used to convey the element of science fiction, through the use of unusual settings. This can be shown through the use of audio one way would be the sound effects.For example when serpent is lurking in the water in the trash contractor. This helps to create suspense for the viewer, as they don’t know what is going to happen. Another example when the trash contractor is shutting, this sound effect helps to create anx iety and worry for the viewer as they wait to see what happens. Technical is another code that is used in this scene to help show the science fiction element of unusual setting. This can be seen when there is a close up of Han solo’s feet in the water. This shows the viewer that the group are vulnerable and creates suspense for the viewer.Another example of a technical code would be when there is a long shot of the trash contractor closing in on Han Solo, Chewbacca, Princess Leia and Luke. This is example of a technical code shows the viewer that they are in trouble and creates a feeling of anxiety. All of these examples of film codes help to convey the particular element of science fiction. Paragraph 3 Symbolic and Audio codes are used throughout the scene to convey the element of science fiction through the use of good vs. evil. An example of a symbolic code would be how Darth Vader’s lightsaber is red and Obi Wan Kenobi’s in Blue.This symbolises that Darth Va der is evil and Obi Wan Kenobi is good. Another example of a symbolic code can be shown when Darth Vader kills Obi Wan and all that is left is Obi’s coat and Darth Vader stomps on it. This symbolises Obi Wan Kenobi’s power. An Example of an audio code can be shown when there is silence in the movie and all you can hear is the lightsbaers. This creates suspense for the viewer as well as making them anxious. Another example of an audio code is shown when Luke says ‘no’ when Obi Wan Kenobi dies. This shows that Luke cares for him and makes the viewer feel as if it won't be the same with out him.All of these examples of film codes help to convey the science fiction element of Good vs. Evil. Conclusion In conclusion film codes are used throughout the movie to convey the elements of science fiction. The elements of science fiction are portrayed by different films codes and can be seen particularly in Symbolic, audio and technical codes. George Lucas uses film co des to portray the film codes which provides a exciting film Which Element of science fiction Scene 1: Unusual Characters Scene 3: Unusual Settings Scene 4: Advanced Technology

Inclusion Education policies for Special needs

Inclusion Education policies for Special needs Running head: INCLUSIVE EDUCATION FOR OR AGAINSTInclusive Education Practices Information BookletChris WareAbstractPart 1. An analysis of Inclusion Education Policies.This paper is the first part of a Booklet. It is aimed at academics, teachers and allied health professionals. This essay endeavors to discuss current and past principles of Inclusion education practices and assess just how effective they are towards providing education for all individuals.Inclusive Education Practices Information BookletInclusion policies and their influence on education facilitation are determined by identifying the arguments for and against Inclusive Education. This involves assessing and substantiating three key areas. First, assessing influences of the Macro environment, in particular the Consequentialist, Justice, Rights and Needs arguments. Second, examining of the inter-relationship of inclusive education polices on the micro-environmental factors of parents. Third, evaluating the influence of I nclusive Educational Practices on teachers.Soodak (2003) and Cole (1999) best describe inclusive educational practices as the process where individuals with disabilities receive their education, in general, atypical settings.Education for disabled schooling age children newIn comparison, Education Queensland's (2004) cs-15 Principles of Inclusive Policy document describes Inclusive curriculum as the development of knowledge, skills, attitudes and processes necessary to question how disadvantages have developed within current social structures, and to challenge rather than accept social injustice, and empower people to participate as equals.Are Inclusive education practices the most effective medium to challenge social injustices and empower people to participate as equal? The pros and cons of Inclusive education policies are assessed by two components. The first component is the assessing Norlander's (1995) historical assessment and influence of American Inclusion policy development on Australian Inclusive education practices. The second component is the examination of the macro components of Inclusive education practice as established by Cole (1999). Norlander (1995) defines the first development towards Inclusive Education as the Institutionalization and...