Broken Wing Essay Research Paper What is free essay sample

Broken Wing Essay, Research Paper What is it like to be free? Bobbie Ann Mason, the writer of? Shiloh? puts Norma Jean Moffitt through different trials in her life before she can happen her freedom. Mason introduces us to a character who yearns to be free from her hubby and female parent. Throughout Norma Jean? s life she has dealt with many hard and seeking times that sometimes may non do sense to her and eventually this thirty-four-year-old adult female is ready to distribute her wings ; wing off and see what it is like to be free. Throughout the narrative, Norma Jean? s desire to be free is apparent in undertakings that she is taking on that she would non usually do, go forthing her female parent and hubby blind to the fact that alteration is coming. Norma Begins taking a anaerobic exercise category, an English composing category and a class in cooking alien nutrients. These alterations in Norma? s life are apparent to the reader that she is seeking to rediscover herself and happen her sense of individuality. Her hubby Leroy takes notice tardily in the narrative to this state of affairs and does non understand why she is traveling through all of these categories. In a conversation with Mabel, the female parent of Norma, she explains to Leroy that Norma Jean merely is non used to holding him place. The categories are giving Norma the infinite she had while Leroy was working, but they are besides the tools she needs to distance herself from Leroy and Mabel. Not merely does Norma Jean want to in a sense fly off from her clueless hubby but an overprotective female parent supports Norma? s eyes on the sky. As mentioned earlier Norma is 34. Still her female parent, Mabel is watching every move she makes. One twenty-four hours Norma is in her house with the door closed and in comes Mabel catching her girl smoking a coffin nail. Norma is found subsequently shouting to Leroy how her privateness was invaded by her female parent. Norma and Leroy lost a babe when they were 18 old ages old due to SIDS. When Mabel hears of a narrative of disregard, she confronts her girl and accuses her for the decease of their kid because she smokes. This misdemeanor of privateness and infinite brings Norma down but does raise her up and she realizes that something demands to happen shortly. The character and strength of Norma are challenged by Leroy and Mabel throughout the narrative. Norma hour angle s to set her life style to suit Leroy whom she is non used to populating with. She does non desire the same things in life as he does. He would instead a quiet rural country with a log cabin and she wants to be with the crowd and wants nil to make with Leroy? s cabin. When it is mentioned that the two go to Shiloh, it is suggested that Mabel accompany them. Mabel says how she would non desire to occupy a honeymoon and Norma angrily asks? Who is traveling on a honeymoon, for Christ? s sake? ( 980 ) . Mabel instantly comes down on her girl stating that she did non raise her to speak with that tone of voice and Norma? s answer is that she has non seen anything yet. This scene is the prefiguration of the flood tide. Norma is right, they have non seen anything yet, nor have they seen anything of all time. They have been unsighted to her felicity all along. Norma Jean is given some monolithic quandary to move upon. Should she remain married to her hubby and his pipe dreams? Can she base to hold her life examined and questioned by her female parent? It is at the terminal of the narrative that a determination to go forth is eventually made. Leroy and Norma go on a small trip to Shiloh, a Civil War battleground. After the two have a field day they acquire into an statement? She won? T leave me entirely, you won? T leave me entirely, I feel eighteen once more? ( 982 ) . Norma tried throughout the narrative to acquire away from her jobs by avoiding her female parent and hubby but it merely was non plenty. She needed to be free from all her concerns and the two people that were keeping her down. Norma Jean left her hubby that twenty-four hours at Shiloh and nil could halt her. The significance of freedom may hold different significances from individual to individual. Bing free is frequently overlooked by many people today. The major subject in ? Shiloh? is struggle with Norma Jean? s desiring freedom and a new manner of life while her hubby Leroy and mother Mabel hold her dorsum. Norma is tired of populating a sheltered and overprotective life and no 1 can see that fact. However, she ever keeps an oculus on the sky. When Norma does eventually acquire the strength she needs and her emotional lesions are healed she leaves Leroy and Mabel with a broken wing but strong bosom and takes off into a new universe of freedom where she can transport out her dreams.

Felons and Voting Should Convicted Felons have the Right to Vote

Introduction Felon disenfranchisement cases have characterized the history of the United States since 1965. By noting that America advocates for universal human rights including voting rights, several states have been concerned about the continued growth of the number of felon convicts and ex-convicts.Advertising We will write a custom proposal sample on Felons and Voting: Should Convicted Felons have the Right to Vote? specifically for you for only $16.05 $11/page Learn More According to the US Department of Justice, by 2003, there were about 4.7 million felon ex-convicts in the United States who had been disenfranchised (2003, p.10). In the societies whose democracies are rights-based, punishment for crimes committed by convicts is enhanced through curtailing some fundamental rights of people including rights of association and travelling. When felony convicts’ rights including voting rights are eroded, their rehabilitation process is impaired s ince they may perceive themselves as having lesser equal rights in comparison with other people who have not committed felony crimes. This position is held by Siegel (2011) who argues that, after the passing of 1965(PL.89-110) voting rights act, the denial of voting rights â€Å"undermines the democratic process and impedes rehabilitation thus debilitating both communities and individuals† (p.89). In this context, felony convicts may develop psychological challenges that may impede their capacity to fit well in the society by the mere perception of denial of voting rights. It is hypothesized in the proposal that guaranteeing suffrage rights to felon convicts may help in improving their psychological health. The research focuses on evaluation of this hypothesis to establish the link between the perceptions of felony on their human rights and their rehabilitation process. Literature Review Through the provisions of 14th amendment of the US constitution, states are mandated to m ake laws that deny both inmates and felons their voting rights. In California, disenfranchisement laws stipulate that all adults who are convicted for felony crimes and or held in both paroles and prisons lose suffrage rights until their jail terms lapses (Siegel, 2011). Such persons consist of more than 4.7 million people who do not enjoy their voting rights in the US (U.S Department of Justice, 2003). This case is not simplistic since it does not just amount to saying that robbers, murderers, and rapists do not have suffrage rights. Acts of felony extend beyond these crimes to include other crimes whose penalties are serving a jail term of more than one year (US Department of Justice, 2003). This issue raises the question of the impacts of felony convictions on people and or how the convictions make people alter the manner they perceive their citizenship rights. When America was founded, legal frameworks only gave people who owned land a privilege of participating in political pro cesses through voting (Siegel, 2011). Since then, the electorate has been expanded to encompass people who do not own property, women, blacks, and even Hispanics among other people who constitute the American diversity. Only felons and persons under the age of 18 years are not permitted to vote (Grady, 2012, p. 445).Advertising Looking for proposal on criminal law? Let's see if we can help you! Get your first paper with 15% OFF Learn More Does it then imply that voting is a privilege as opposed to being a right? Are felons lesser human beings not worth the citizenship fundamental privileges? Gabbling with these questions has resorted to several scholarly studies being completed on the impacts of denial of fundamental citizenship rights once people are convicted for felony. Some states have been altering their law to allow ex-felons to be permitted to vote. McMiller (2008) argues that, in Connecticut, this alteration was led by several campaigns, which lasted for 7 year s. The campaigns sort to alter voting right laws. In fact, â€Å"the measure, signed into law by then governor John G. Rowland, a Republican, made Connecticut one of the first states to successfully and significantly alter its voter eligibility law in the aftermath of the controversial 2000 presidential election† (McMiller , 2008, p.645). Since 2001, several states have also been restoring voting rights to felony convicts. By noting that some states have been reviewing their laws to permit ex-felons to vote subject to no subsequent charge with felony crimes, Haselswerd (2009) sought to empirically study the differences in turnout of ex-felons who had their suffrage rights restored. The research formed an attempt to make approximations of turnout of ex-felons to participate in voting using statistical models as opposed to through deployment of government records. Statistically, Haselswerdt (2009) approximated that about 25 to 35 percent of ex-felons would participate in voting during federal elections. In the study, â€Å"Six-hundred-sixty recently released ex-felons in Erie County in New York who would have been legally eligible to register and vote in 2004 or 2005 were compared with data from the Erie County Board of Elections to determine whether they registered and voted in either 2004 or 2005† (p.262). The results of the study indicated that about 5 percent of ex-felons participated in either 2005 or 2004 elections. This result raises queries on the impacts of conviction with felony on perception of people’s fundamental rights including voting rights. Do felons perceive themselves as not appropriate to participate in political process by the mere fact that they committed crimes? Do felony charges mean that people end up making people perceiving themselves as being in appropriate in the society? Inspired by Haselswerd’s (2009) findings, it sounds imperative to study how felons think the society looks at them and or how this perce ption helps to construct their decisions to engage in social and political affairs of the societies in which they live in including engaging in voting processes.Advertising We will write a custom proposal sample on Felons and Voting: Should Convicted Felons have the Right to Vote? specifically for you for only $16.05 $11/page Learn More In a different empirical research on ex-felon turnout to participate in voting, Burch (2011) estimated party registration and turnout rates of 2008 general election in Michigan, Missouri, Florida, North Carolina, and Georgia. The findings of the study indicated much low turnout rates of ex-felons in comparison to approximations made by government records. In particular, Burch (2011) found out that, although the variation of turn out rates varied with respect to states, it averaged at about 22.2 percent in 2008 across all the states studied. The author recorded low turnout rates for first time convicts. Randle (2007) may provide possible explanations of the low voting turnout among ex-felons empirically found by Haselswerd (2009) and Burch (2011). She argues that felon disenfranchisement (FD) policies makes ex-felons to perceive themselves as having the inability to make sound political decisions through over emphasis on the incapacity of felons to make sound decision that are good for the general society in the fear that felons may vote for policies advocating for excessive lenient penal. However, Randle (2007) maintains that this fear is inappropriate since high probabilities exist that ex-felons are drawn from societies, which have low voting turnout. The author further argues that criminals are not interested in participating in political processes since they have low interests in politics (Randle, 2007, p.501). This position is significant in the context of the current research since it is crucial to establish how conviction with felony crimes influences people’s views about the roles of politics in the society. Although the impact of denial of voting rights is purposely meant to affect the felons by blocking them from participating in the political process, with regard to Bowers and Preuhs (2009), the impacts of denial of suffrage rights extend further to include other people who are not targeted by felon disfranchisement policies (p.722). Due to disproportionate number of groups of people who are impacted by the FD laws, as may be evidenced by more people of a particular ethnic or racial community being held behind bars in the United States than others, engagement of such communities in the political process is impaired negatively. Bowers and Preuhs (2009) conducted a research to verify the above claim. The researchers sought to make verification for various hypotheses related to the roles that are played by socialization process in influencing people at individual level in engagement in politics.Advertising Looking for proposal on criminal law? Let's see if we can help you! Get your first paper with 15% OFF Learn More Unlike the approach deployed by Haselswerdt (2009), Bowers and Preuhs (2009) used â€Å"multilevel modeling and two separate individual-level data sets of those registered to vote to examine the effect of FD laws on the probability of voting† (p.722). Their results indicated that FD laws had negative impacts on participation in voting exercise among blacks in comparison to whites. Burch (2011) reports a similar finding by indicating, â€Å"In North Carolina and Florida, two states for which the data are available, party registration varies by race† (p.699). Consequently, it is arguable that people register in political parties based on the extents to which they think the issues that affect them more will be addressed. One of such intriguing issues is the denial of suffrage rights on accounts of having being convicted for felony. Siegel (2011) informs that, by the size of population of the races in the US, the percentage population of blacks in prison is more than the p ercentage of whites. Hence, black non-felons seem likely more impacted by FD laws by virtue of the fact that more of their people are facing the consequences of FD laws. In this extent, the results of Burch (2011) are significant in the current research since they indicated that, in case ex-felons and felons are eliminated from the voting populations, it is likely that political socialization process will be impacted. Methodology Participants This study targets the population of people implicated with felony crimes and people in the society considered as being offended in California. A part from helping to form the study control group, the public (the offended), is the one whom their perception about convicts results in making convicts develop psychological problems due to the manner in which they embrace both convicts and ex-convicts in the society. The justification of denial of voting rights is considered in the research as being based on these perceptions. Thus, the public throu gh their opinions is an essential participant of the research. The sample of the study will comprise 120 convicts of felony crimes and 300 people derived from the society within where the convicts live. Convenience sampling technique will be deployed to arrive at the sample of the study. To make sure that the sample will be balanced, the felony convicts recruited for the study will be drawn from across the gender divide and social economic status. In the establishment of the sample size, it is critical to minimize the individual differences effects. In this extent, individual participants of the study will have a random assignment of an equally sized treatment group arrived at by deployment of a random sample assignment table. Material In the collection of the data on the perceptions of people on the impacts of denial of voting rights on how convicts of felony crimes perceive themselves as different from the rest of the people in the community they live in, and to ease the analysis of the data, two options for data collection will be used. For this purpose, questionnaires are provided for No or Yes responses. Consequently, a questionnaire is provided asking the participants to provide response on whether denial of voting rights influences the way they perceive themselves in the society. To ensure that the participants do not have prior information on the questionnaires, the questionnaires are not meant for take home. However, they are based on the facts and statistics reflecting the magnitude of the problems of denial of suffrage rights for felony convicts across the United States. This strategy allows the participants to give responses not only based on the perceptions but also on behalf of the other people who have their voting rights eroded upon finding themselves engaged in felony acts. The dependent variable is the perceptions of people on how their roles on the society are impacted by erosion of their suffrage rights once they are charged with felony cri mes. The independent variable is the felony crimes. The questionnaire is designed to be objective. The participants are required to provide information on how they consider denial of voting rights to have influenced their fits with the society in which they belong. Pilot study will also be conducted to determine the validity and reliability of the experimental study conducted. For pilot testing, Cranach’s alpha, coefficients of test-retest reliability would have to be calculated once pilot testing is conducted. Procedure Participants are drawn from the areas where felony convicts are serving their sentences across the state of California. Since the aim of the research is to determine the psychological impacts of denial of voting rights amongst the participants in an attempt to how they affect their rehabilitations process, no information is provided about the purpose of the study to the participants. Since the convicts are not expected to have writing materials, the researche r starts by handing over the material including questionnaires. The questionnaires are meant to provide response to whether the participants feel that they will be the same people they were before once they complete their sentences. If the answer is yes, they will be required to provide information on whether erosion of their voting rights would influence the way they value themselves in the societies where they live. Additional space is provided for the participants to provide more information on how denial of some of their rights including voting rights impacts the way they relate with the people they have been very close to in the society. During the pilot test, the following questions are administered On Justice To the convicts: Which of the following do you consider as the main purpose of prison? 1= rehabilitation to avoid future related crimes; 0= provide the rest of the community with learning examples of the impacts of committing felony. To the public: When do you think fel ony convicts should have their rights including voting rights taken away? 1=after and before rehabilitations; 0= before rehabilitations. On Sex crimes To the convict: Do you feel that people in the society will trust you when you are around people who made you convicted to having violated their sexual rights? Yes= 1; No=0. To the public: Do you think that people implicated with sex crimes should be allowed to vote or not. Yes=1; No=0. On the Impacts of engagement in the felony crime To the convicts: Do you consider yourself equal to other people in the society who have never been convicted of felony crime? 1=yes; No=0 To the public: Do you think that taking away voting rights from felony convicts amounts to discrimination? 1=Yes; No=0. Data Analysis Plan Since the data collected is essentially qualitative, the researchers plan to classify data in terms of the percentages. For instance, the percentages of those who believe that the denial of suffrage rights is discriminating the felony convicts and hence amounting to perceptions of necessity to maintain low social profiles in the society after completion of one’s sentence is calculated. Depending on the percentages, discrimination will be analyzed based on the results of how convicts perceive themselves as being equal or not with the rest of the members of the society. The size of the effect of denial of voting rights among felony convicts is calculated based on percentages of variance, standard deviations, and mean of the data collected. Discussion If the results of the study depict significant psychological effects of denial of human rights including participation in political processes such as voting rights, the results show the necessity for changing laws to accord the felons voting rights in the effort to ensure they rehabilitate fast and fit well within the society once they have finished their sentences. In the interpretation of results, the limitations of the study will be put into perspecti ve. The study will be conducted within California. Therefore, the results are valid for only this state. Consequently, extending the result to other states involves generalization hence introducing generalization errors. The results will further be interpreted in the context of the existing research on the topic especially on how people perceive felony ex-convicts in the society. This research will help to reduce incidences of prejudice and discrimination of the felony convicts-something that may influence the convicts psychologically. Reference List Bowers, M., Preuhs, R. (2009). Collateral consequences of a collateral penalty: The negative effect of felon disenfranchisement laws on the political participation of non-felons. Social Sciences Quarterly, 90(3), 722-743. Burch, T. (2011). Turnout and party registration among criminal offenders in the 2008 general election. Law and Society Review, 45(3), 699-730. Grady, S. (2012). Civil Death is Different: An Examination of A post-Grah am Challenge to Felon Disenfranchisement under the Eighth Amendment. The Journal of Criminal Law Criminology, 102(2), 441-470. Haselswerdt, M. (2009). Con job: An estimate of ex-felon voter turnout using document-based data. Social sciences quarterly, 90(2), 262-273. McMiller, D. (2008). The campaign to restore the voting rights of people convicted of a felony and sentenced to probation in Connecticut. American Behavioral Scientist, 51(5), 645-658. Randle, J. (2007). Review of Locked Out: Felon Disenfranchisement and American Democracy. Law and Society, 41(2), 500-503. Siegel, J. (2011). Felon disenfranchisement and the right for universal suffrage. Social Work, 56 (1), 89-91. U.S Department of Justice. (2003). Press release: one in every 32 adults now on probation, Parole, or incarcerated. Washington, DC: Government Printing Office. This proposal on Felons and Voting: Should Convicted Felons have the Right to Vote? was written and submitted by user Tombstone to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. 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Early American and Colonial Literature Unit Test Essays

Early American and Colonial Literature Unit Test Essays Early American and Colonial Literature Unit Test Paper Early American and Colonial Literature Unit Test Paper Essay Topic: Literature i wrote an account of my voyage across the sea on the Mayflower william bradford my persuasive writing opposed reconciliation with Great Britain Thomas Paine my writing style includes rhyming couplets Anne Bradstreet in 1776, when others were hesitant, i drafted the grievances of the colonies Captain John Smith my account of the Middle Passage created a new genre of narratives Olaudah Equiano the following words share a denotative meaning. which one has a negative connotation a. confident b. determined c. decisive d. demanding ** read the following Yaqui song. identify its purpose to express which of the following statements about early American and Colonial literature is true Different authors share similar purposes and genres which of the following is a primary source from early American and colonial literature the autobiography pf Olaudah Equiano what is the effect of the repetition in these lines it establishes the poems tone

How the design approach differs from the systems approach used in Essay

How the design approach differs from the systems approach used in transport and land use - Essay Example This makes up the main distinction between the design and systems approach. Within the design approach the role of the user is high. As Ruth and Davidsdottir explain, â€Å"The user might also have input to the construction of the framework, identifying inter- and intra-sectoral dynamics that must be represented, and identifying potential tensions (†¦) and designing relevant variables to expose tensions† (Ruth & Davidsdottir, 2009, p. 100). They also add that both experts and end users have to be asked while resolving the issues of input/output disaggregation, or more detailed framework construction. Thus, design appears to be the product of â€Å"iterations through computer simulation, learning and innovation from the user, and repeated simulation† (Ruth & Davidsdottir, 2009, p. 100). An example of design approach employed to land use was found on the Internet. On the â€Å"Hills and Forrest† website that is powered by a team of International Golf Course ar chitects, the design approach to land use in this sphere can be seen. It is based on a few core principles illustrated by questions and practical applications: 1) Key is Communication. This rule suggests listening to the client and attempting to understand what he/she would like to achieve. Questions: How will the development be positioned? What are the goals of the development process? 2) Develop the Routing. This suggests close cooperation with the land planner, team members, and engineers. â€Å"Design workshop... Use of latest technology... Computer graphics and simulations† (Arthurhills.Com, 2011). 3) Utilize Industry Resources. This suggests going through permitting and approvals process. Qualified contractors, agronomists, irrigation consultants, etc need be recommended at this point. 4) How to Measure Success? Check all development goals and see whether the object corresponds to the set characteristics. (Arthurhills.Com). Furthermore, design approach to land use is ab out building safe constructions in the areas that are recognized hazardous (Burby, 1998 ) This kind of land use allows economic benefits to be released, yet this might happen at the cost of bigger loss of natural resources and values. In addition, the susceptibility of bigger damage is an issue especially taking into account the possibility of events overpower. In this context, to manage the development of design, regulatory and non-regulatory techniques may be employed by communities. As for the former, they contain building codes and separate ordinances which require specific actions, e.g. elevating structures above expected flood levels, bracing constructions to reduce damage from shaking of the ground during earthquakes, and using hurricane clips that will ensure roofs remain attached to the houses even in high winds. As for the non-regulatory techniques within the design approach, they deal with providing public information, as well as various training programs aimed at informi ng builders and house owners of specific design techniques that are damage-resistant (Burby, 1998). The systems approach focuses on reducing the elaborate details of the planning process (e.g. transport) to a few principal steps. These are usually definition of the problem, data collection, forecasting plus analysis, evaluation of the plan, and its

What sorts of support did people get from religion in the ancient Essay

What sorts of support did people get from religion in the ancient world - Essay Example In other words, it could be asserted, that the Greek Mythology was the forebear for all subsequent performance arts. In the primitive world, mythology served as a primitive form of theatre. But this is only one side of the truth. Myths were cleverly used by the religious leaders to impose their authority on the unsuspecting masses. This was done by distorting and warping historical truth in a way that strengthened their present hold over the masses. (Bremmer 1994) Ancient Religion laid the foundation for Rational Enquiry: It is surprising to learn that the Ancient Stoics sought religion for intellectual reasons. For them religion is an avenue for rational enquiry into the natural laws. The Ancient Stoics reasoned thus – since all physical phenomena followed natural laws and explainable by reason, the creator of this world himself must be comprehensible through the same instrument. Reason itself is divinity. This is quite an advanced usage for religion, one has to admit. But this theological framework had its failings, for rationality does not answer all questions on nature. Religion, inevitably it would seem, belong to a realm beyond rational enquiry. On this account, when the oracle at Delphi proved difficult to interpret and understand the Greek were not surprised. Gradually, the Stoics came to associate exclusively all that is unknown to the divine, thus deviating from their more advanced provisions for rational enquiry in religio n. Religion as a Means of Control: The Greek and Roman theologians detested the concept of religious tolerance. Religion was little more than a cult at this time, centred on tradition and manifested through elaborate rituals. When contact with new cultures brought notice to new gods, they were assimilated or added to the existing pantheon. Britain is a good example – here altars to Mars, Hercules and Epona are found. On the darker side, it was common in Rome to make sacrifices to the new god in the way of

Mobile Game-Based Learning (mGBL) Development Methodology

Mobile Game-Based Learning (mGBL) Development Methodology 1.0 Introduction There is increasing interest in the use of ICT and educational technology to promote learning formally or informally. Such technologies are educational software in CD, web-based or online learning, e-learning, Computer-Based Training (CBT), and most recently mobile learning (m-learning). M-learning can be described as a learning technique that happens across locations or that takes advantage of learning opportunities offered by mobile technologies such as mobile phones, smart phones, PDAs and handheld devices. Many research findings show the potential and effective use of mobile technologies for learning purpose (Naismith et al., 2006; Pachler, 2007) with using variety of learning systems as listed in Table 1. Table 1: Example of Mobile Learning Systems Application Types Project Names Authors SMS text message BBC Bitesize Programme Mobile Learning Language System Learning System (Blackboard) BBC Bitesize (2003) Thornton and Houser (2004) Vassell et al. (2006) Mobile Game mGBL project Mathematic Video Game- Skills Area Virus MIT Game-To-Teach Mitchell et al. (2006) Lee et al. (2004) Collella (2000) Klopfer and Squire (2002) Mobile Application Classroom Response System -Educue Ambient Wood Butterfly Watching System Interactive Audio-Visual tour Dufresne at al. (1996) Rogers at al (2002) Chen at al. (2004) Proctor and Burton (2003) Although there are many application types in mobile learning, this research is focusing on the mobile game as a scope of study. Mobile game-based learning (mGBL) is a game specifically for learning which is also played on a mobile phone, smart phone, PDA or handheld devices. The purpose of mGBL is by using game play to enhance motivation in order to learn, engage education, or to enhance effectiveness of learning content transfer or other specific learning outcome. In a general term, mGBL can be categorized as a serious game (Sawyer and Smith, 2008). The research on serious game increases dramatically world wide (Corti, 2006) and this is due the fact that the growing usage and popularity of exploiting game to support learning (Sawyer, 2008). Figure 1 shows that the GBL is the most popular terms searched via Google amongst other game-based concept. Figure 1: Popularity on Game-Based Concept (based on Sawyer, 2008) To fully utilize the potential of mGBL, we must look beyond the practice uses of the mGBL. The most important part is the design and methodology to develop mGBL. Developing a good game is very important because to make sure the player is motivated enough to keep playing the game until the game goal has been achieved (Kramer, 2000; Rollings and Morris, 2004) and similarly to mGBL by adding learning module as stated by Prensky (2001), Becker (2006), and Gee (2003). In order to take advantage of those aspects of â€Å"good† games for learning, the design and development of mGBL must be studied. 2.0Research Motivations The ownership of mobile phone exponentially increasing all around the world. For example in Malaysia the subscriptions of mobile phone are growing rapidly with a high penetration rate (MCMC, 2007). This is due to the fact that mobile technology is naturally portable, flexible to anywhere, possible to connect us to variety of information sources and enable communication everywhere (Smith et. al, 1999; Naismith et al., 2006). With such huge potential, there is possibility of using mobile for learning because it combines the wireless connectivity and educational contents (text, multimedia, application) delivered according to learners location, requirements and skills (Salz, 2006). One of the educational content is mGBL because it can be exploited to be an interesting mobile content. Most of students like playing games. Looking at this prospective market for game, mGBL is worth to be one of the mobile learning content. In addition, there are a lot of advantages of using games for learning. Cisic et al. (2007) discuss the advantages of games which can promote learning by motivation, play environment, and role playing. Therefore mGBL suppose to be developed in an appropriate way which can further achieve the learning objective for mobile learning. Other aspect of motivating for this research is the proposed Malaysian government initiative. Norshuhada and Syamsul Bahrin (2008) have discussed about the Malaysian government initiative which has introduced the Malaysian MyICMS 886 to promote local content development: â€Å"MyICMS 886 dictates a number of strategies for the growth of local content and these are promoting awareness, building competencies in higher education and forming strategic alliances. The goals are to encourage local creativity, address new content demands and also export content. In achieving these goals, the Malaysian government together with a number of key industry players have provided many funding incentives specifically for local content production.† The Malaysian government initiative is mainly purpose to encourage local company to create and develop local-based content with their creativity for marketing both locally and internationally. 3.0Research Problem Embedding learning content to mobile games can be complicated because mobile games differ from the application software, particularly designing educational game. In order to develop mGBL, it is crucial for developer to refer at the comprehensive design and development methodology. The development of mGBL can be a combination of two models; game development method and instructional design (ID) model. Most of ID models contain valuable insights and guidelines for development of instruction. Each addresses various problems effectively and it would be foolish to ignore them in an attempt to create any learning based technology (Becker, 2006). In addition, Moser (2000) stated that ID model can and should be incorporated into new setting (in different media) for designing object learning and the ability of the method to provide the necessary element of learning. Various game design models and development methods have been proposed and are made available in different genre of games, with each having their own requirements. Similarly to ID models offer different components which cater to which context one applies (Gustfason and Branch, 1997; Moser, 2000). Although game development has a history of implementation in ID (Garris et al. (2002), literature still lack available of comprehensive methods specifically for developing mGBL applications. Most of the methods are guidelines or general approaches for developing mobile game (Dholkawala, 2007; IGDA, 2005). Other concerning aspect to develop mGBL is the restrictions on design in mobile environment such as screen design, interaction, and software/hardware dependent (Lee, 2005). The guideline on how to align with these restrictions should also be included in the development method, so that the developer will put into consideration when they apply it into the real development. 4.0Research Objectives In attempting to cater this problem, the following research objectives are devised. The main research objective is to propose a methodology for developing mobile game-based learning (mGBL). In accomplishing the main objective, the following sub-objectives are also formed: To investigate the key issues of: developing mobile game for learning embedding ID model in developing mGBL. To explore and identify the main components of methodology for developing mGBL. To develop the methodology for development of mGBL. To test the proposed methodology by developing a prototype. To evaluate the proposed methodology in term of development efficiency 5.0Research Questions In achieving the objectives, four main questions bring up: What are the key issues of developing mobile game-based learning? What are the components of design model for developing mobile casual game for learning (mGBL)? What are the flows and cycles of the mGBL development methodology? How to evaluate the efficiency of the proposed methodology? 6.0Research Methodology A prominent design science research methodology (Vaishnavi and Kuechler, 2007) will be adopted for accomplishing the research objective because the expected main output for this research is a methodology. The methodology is divided into five phases; Awareness of Problem, Suggestions Development, Evaluation, and Conclusion. Figure 2 illustrates the activities will be conducted in this study. Activities Phases 1.1 Literature study, web browsing information reuse Research Methodology 1 Awareness of Problem 2 Suggestion 3 Development 4 Evaluation 5 Conclusion 1.3 Initial study on the usage of mobile game among students 1.4 Survey study on mGame Development Methodology among mGame developers Outcomes 2.1 Study on the flow and cycle of the mGBL development Research problems Key issues of mGBL development Components of mGBL methodology 1.2 Comparative study on current mGBL methodologies/ models 3.1 Develop the proposed mGBL methodology 4.1 Test the proposed methodology by developing a prototype 5.1 Report writing and research publication 4.2 Evaluate the proposed methodology in term of development efficiency Proposed mGBL methodology mGBL Prototype Evaluation Result Publications 2.2 Combine the mGBL development components Obj 1 Obj 2 Obj 3 Obj 4 Obj 5 Figure 2: Research methodology adopted from Vaishnavi Kuechler (2007) 7.0Comparative Study on the GBL Design and Development Models This study is conducted in order to compare and explore the available design and development methods proposed by several researchers. The collected models can be analyzed into two: (1) General Game-based Learning Models and (2) Mobile Game Design Models and Methodologies. The general GBL models as following: Amory and Seagram (2003) Game Object Model (GOM), Game Achievement Model (GAM); and Persona Outlining Model (POM). Amory (2007) Game Object Model II Garris et al. (2002) Input-Process-Outcome Game Model Kiili (2005) Kiilis Model Norma (2005) Engaging Multimedia Design Model Watson (2007) Games for Activating Thematic Engagement (GATE) Tan et al. (2007) Adaptive Digital Game-based Learning Framework Noor Azli et al. (2008) Framework for Designing GBL for Children Nor Azan Wong (2008) -GBL Model for history courseware design The mobile game development models and methodologies as listed below: Mitchell et al. (2006) mGBL model Paras Bizzocchi (2005) -Integrated Model for Educational Game Design Dholkawala (2005) Best Practice for Mobile Game Development McGuire (2006) Scrum Methodology Dynamic Ventures (2007) -Game Development Methodology Edwards Coulton (2006) Design-Protect-Build-Test-Market-Sell Novak (2004, 2007) Game Development Process Janousek (2007) Game Life Cycle The separation between the above two analyzed categories is based on the differences on the design model and development methodologies. As stated by Vaishnavi and Kuechler (2007), design model is a set of propositions which express the relationship between components or concept. On the other hand, development methodology is a set of steps or guidelines used to perform a task. Table 2 and 3 illustrate a summary of the comparative study on the design or development models and methodologies for game-based learning (GBL), mobile game (mGame), and mobile game-based learning (mGBL). The analysis is based on descriptions, advantages, and disadvantages of the models. Table 2: A summary of GBL models No. Name Author/ Proposed by Description Disadvantages 1. GOM (Game Object Model) Amory Seagram (2003) GOM is a design model and also an evaluation model GOM relates game elements to the promotion of educational objectives 2. GAM (Game Achievement Model) Amory Seagram (2003) GAM is a design and evaluation model GAM is part of GOM The GAM works on the principle of linking educational and in-game objectives in order to create a continuous experience and maintain interest in the game. This forms the outline of the game and the basic story. 3. POM (Persona Outlining Model) Amory Seagram (2003) POM is a design and evaluation model POM uses expected player interaction to build a persona concept to better define the best design POM works under the concept of four fundamental questions. Who will be exploiting the system? What will they be doing? How will they do it? With what technology will the system be developed? 4. GOM Version II Amory (2007) GOM II is an extended model of GOM The most significant addition caused by this model the addition of the Social Space This is only a design model which is not providing the development methodology. GOM has a tendency to focus too much on mechanical aspects GOM covers so many things it will become necessary to create a complicated evaluation system to match it. Although it claims to be a model that integrates education theory and game design, it does so at an abstract level by placing a requirement for learning objectives as part of the model. There are no actual examples and there is no data. This model doesnt really do much to address how to implement learning objectives, which to my mind is at the core of all instructional design. These model generally applicable for educational software. 5. Input-Process-Outcome Game Model Garris et al. (2002) This is a design model. The model adopts the input-process-output framework, and provides a game cycle that is triggered by specific game features. The objective of this model is to incorporate instructional and certain features of games at first level which then trigger a cycle that includes user judgments or reactions such as enjoyment or interest, user behaviors such as greater persistence or time on task, and further system feedback. Finally, this engagement in game play leads to the achievement of training objectives and specific learning outcomes. This is only a design model which is not providing the development methodology. The model focuses on the game play and game cycle. 6. Kiilis Model Kiili (2005) This is a design model. The model works to related already existent game theory with already existent educational theory in order to create a functional model based off of already well accepted concepts. Foremost important in the Killi Model is the concept of Flow Theory found in game design. Kiliis model can best be viewed as one large problem linked by a series of smaller problems. This is only a design model which is not providing the development methodology. Kiliis model focuses only on behavioral aspects 7. Engaging Multimedia Design Model Norma (2005) This is a design model. This model focuses on the engagement level of a learner. The concept of this model can be adapted into designing an educational game. This is only a design model which is not providing the development methodology. This model is a general model for multimedia design specifically for children. 8. GATE (Games for Activating Thematic Engagement) theory Watson (2007) This is a design model. GATE theory is a theory of educational game design driven around the principles of engaging the learner in a topic in order to encourage further exploration. The underlying premise behind GATE is to make the player autonomous and self-motivated. The model heavily based upon the works of Bruner This is only a design model which is not providing the development methodology. The GATE model is too abstract. The GATE model is still too new for there to be a body of evidence that either supports or refutes its value. 9. Adaptive Digital Game-based Learning Framework Tan et al. (2007) The model focuses on both of the design and learners aspects. In learners aspect, it consists of psychological needs, cognitive development, and learning behavior. In design elements, it consists of multimodal, task, and feedback. This is only a design model which is not providing the development methodology. This model is still new and needs several studies to support on it effectiveness. 10. Framework for Designing GBL for Children Noor Azli et al. (2008) A design model which is modified from Kiilis Model Emphasize cognitive presence by stressing the importance of reflective observation and knowledge construction The model specifically to Pre-school domain. This is only a design model which is not providing the development methodology. This model is still new and needs several studies to support on it effectiveness. 11. GBL Model for history courseware design Nor Azan Wong (2008) A design model The model focuses on components of history courseware design for Secondary school- upper level. The model consists of 2 components; pedagogy and digital games components. This is only a design model which is not providing the development methodology. This model is also still new and needs several studies to support on it effectiveness. Table 3: A summary of mGame and mGBL design models and methodologies 1. mGBL Model Mitchell et al. (2006) The mGBL models will be iteratively developed within a social-constructivist framework, using experiential learning and situated learning theories that see learning as a social activity constructed in interactions with others. This approach suits learning models delivered via mobile phones. Importantly, they will also support creative decision-making, encouraging players to consider decisions from different perspectives with a focus on mission, defining significant results and doing rigorous assessment. The mGBL model has been applied to these domain: e-health, e-commerce, career guidance, and m-government Although this model is the most relevant to mGBL, but it focuses on the design part. This is only a design model which is not providing the development methodology. 2. Integrated Model for Educational Game Design Paras Bizzocchi (2005) This model reconciles flow, learning, and motivation within an immersive game experience. The model shows that games foster play, which produces a state of flow, which then increases motivation, and lastly supports the learning process. This is only a design model which is not providing the development methodology. 3. Best Practice for Mobile Game Development Dholkawala (2005) This methodology suggests steps in developing mobile game in general from developing game concept until the trimming process. These guidelines are general use for developing mobile game which not includes the ID model. 4. Scrum Methodology McGuire (2006) The methodology is based on Agile Methodology. The iterative process is a main concern for this methodology. It focuses on the tasks given to each individual of the development team. This methodology also for general use for developing mobile game which not includes the ID model. 5. Game Development Methodology Dynamic Ventures, Inc. (2007) The methodology provides guideline to develop general mobile game It focuses on the feedback and input from the client, stakeholders and developers. The methodology is an iterative process. This methodology also for general use for developing mobile game which not includes the ID model. 6. Design-Protect-Build-Test-Market-Sell Edwards Coulton (2006) This methodology extends the Design-Build-Test philosophy. The added processes are protecting IP, marketing and selling games. The methodology is also an iterative process. This methodology also for general use for developing mobile game which not includes the ID model. 7. Game Development Process Novak (2004, 2007) The development process similar to multimedia development phases. The main focus of the methodology is the design documents such as game proposal, game design document, technical design document and test plan. This methodolo

great gatsby :: essays research papers

The Great Gatsby The Great Gatsby, by F. Scott Fitzgerald, contains many literary devices. One of such devices is characterization, the author’s method of describing characters. In this novel, the author creates many of the characters to be superficial. Through their actions, comments, and descriptions, Fitzgerald gives the reader an idea of the characters. One such character proves to be Daisy. Although she had fallen in love with Gatsby when she first met him, when he was at war she quickly wanted something to shape her life. Because of the wealth and lifestyle involved, she chose Tom Buchanan as her husband. Later, we see that Daisy still loves Gatsby, and cheats on Tom because of this. This act shows that she is disloyal and shallow. Daisy believes that she can go on with life however she wants and not have to worry about those she affects. She was the driver of the car and killed Myrtle, yet she let Gatsby die because of his love for her. Daisy abused Gatsby’s emotions, and then left the area with Tom to get away from the destruction they caused. These are ways in which Daisy proved to be a superficial character. Another character who displays such qualities is Daisy’s husband, Tom. Tom is even more dishonest than Daisy, a notion that begins taking shape with the discovery of Tom’s "girl" in the city. Tom proves to be a man of little morals. Although he confronts Daisy about morals in her relationship with Gatsby, Tom has his own woman on the side. Also, he lets this fact be known by others as though it does not bother him, an exposing of his nature. Later, after Myrtle is killed in the accident, Tom shows sadness, but not remorse. Tom then instructs George to murder Gatsby, an act that comes more from a heart seeking revenge for Daisy than for Myrtle.