History of west coast swing Essay Example | Topics and Well Written Essays - 500 words

History of west coast swing - Essay Example Various authors trace the origin of the West Coast Swing from various places. Nonetheless, P. Wright and J. Wright identify the original roots of this dance from the Jazz era of the 1920s with the style first known as the jitterburg, which was inspired by the boogie-woogie (109). At the same time, a Latin American dance style, called the lindy, evolved with the dancing style interchanging  into patterns that were similar to various steps of the jitterburg to involve â€Å"a single step, a delayed step, or a step taken on each slow count† typical of a swing although called the lindy (P. Wright and J. Wright 109). Following this development, bands that were performing the lindy became famous in the 1930s and 1940s, which consequently contributed to the renaming of the dance style as the swing dance. Importantly, the dance survived the rock ‘n’ roll era of the 1950s and 1960s (P. Wright and J. Wright 109). From this singular form of the swing dance, two forms of swing emerged. The East Coast swing and the West Coast swing were the  new  dance styles with the West Coast swing being the most popular dance style then and in the contemporary society. The West Coast swing is characterized by slot dancing, which â€Å"uses both six- and eight-count patterns done to either medium or slow tempos† (P. Wright and J. Wright 109). Overtime, the West Coast swing  dancing style  has evolved to various forms. In its previous form, the dance was primarily a man’s dance with the follower following the steps in the presentation. Currently, both dancers have a responsibility over the movements involved in the presentation (Blair). On the other hand, the classic form of West Coast swing has evolved into a dance that is characterized by elongated slot, timed pulsing that is chilling, controlled timing of steps, and critical movements that result to a more

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

Symbolism in “The Rime of the Ancient Mariner” Essay -- Literary Analy

In 1798, Samuel Taylor Coleridge published his poem â€Å"The Rime of the Ancient Mariner†. Several editions followed this, the most notable being the 1815 version, which included a gloss. This poem has grown to become well known and debated, especially concerning the message that Coleridge was attempting to impart. The interpretation of the poem as a whole and of various characters, settings, and objects has been the subject of numerous essays, papers, books, and lectures. There are approximately four things that are major symbols in this work, along with the possibility that the structure itself is symbolic. In order to best determine what these things symbolize in â€Å"The Rime†, one must look at what Coleridge considered a symbol to be and then analyze the text accordingly. James McKusick accomplishes this first task deftly, intertwining Coleridge’s own writings into his essay and then elucidating upon them so that the reader may understand Coleridge’s views, which should then influence how the poem is interpreted. In this, own discovers that Coleridge felt that to be a symbol, the object in question must be humble and of everyday life, while â€Å"bear[ing] witness to the presence of the Eternal.† The process of creating a symbol was two-fold in that â€Å"poetic images emerge fully formed from the †¦ imagination, but they do not become symbols, laden with †¦ meaning, until they are appropriated and reconstituted by the awareness of a reader† (McKusick 223). Thus, the purpose of a symbol was to convey the Eternal. One other important f eature of Coleridge is that in creating a symbol, he often uses nature and its elements, as can be seen in â€Å"The Rime† (Bostetter 242, Perkins 433). Depending on the interpretation of the poem as whole w... ... the poem and possibly implicate that it is also the center of the universe as well (Dilworth). Interpretation of a literary work is often difficult to determine, but the author often leaves many hidden clues to help the reader along. Symbols are one of the primary features used by authors in this endeavor and Coleridge was no different in writing â€Å"The Rime of the Ancient Mariner†. Many other symbols besides the four major ones discussed exist, along with other literary characteristics possibly acting as symbols or simply assist in exposing the message the author wanted to divulge. Ultimately, the beauty of literature is the fact that each person may perceive it differently and not be incorrect, and through open-minded discussion people may share, create, and impart new pieces of wisdom, spread appreciation, and share the love of Christ as well. Symbolism in â€Å"The Rime of the Ancient Mariner† Essay -- Literary Analy In 1798, Samuel Taylor Coleridge published his poem â€Å"The Rime of the Ancient Mariner†. Several editions followed this, the most notable being the 1815 version, which included a gloss. This poem has grown to become well known and debated, especially concerning the message that Coleridge was attempting to impart. The interpretation of the poem as a whole and of various characters, settings, and objects has been the subject of numerous essays, papers, books, and lectures. There are approximately four things that are major symbols in this work, along with the possibility that the structure itself is symbolic. In order to best determine what these things symbolize in â€Å"The Rime†, one must look at what Coleridge considered a symbol to be and then analyze the text accordingly. James McKusick accomplishes this first task deftly, intertwining Coleridge’s own writings into his essay and then elucidating upon them so that the reader may understand Coleridge’s views, which should then influence how the poem is interpreted. In this, own discovers that Coleridge felt that to be a symbol, the object in question must be humble and of everyday life, while â€Å"bear[ing] witness to the presence of the Eternal.† The process of creating a symbol was two-fold in that â€Å"poetic images emerge fully formed from the †¦ imagination, but they do not become symbols, laden with †¦ meaning, until they are appropriated and reconstituted by the awareness of a reader† (McKusick 223). Thus, the purpose of a symbol was to convey the Eternal. One other important f eature of Coleridge is that in creating a symbol, he often uses nature and its elements, as can be seen in â€Å"The Rime† (Bostetter 242, Perkins 433). Depending on the interpretation of the poem as whole w... ... the poem and possibly implicate that it is also the center of the universe as well (Dilworth). Interpretation of a literary work is often difficult to determine, but the author often leaves many hidden clues to help the reader along. Symbols are one of the primary features used by authors in this endeavor and Coleridge was no different in writing â€Å"The Rime of the Ancient Mariner†. Many other symbols besides the four major ones discussed exist, along with other literary characteristics possibly acting as symbols or simply assist in exposing the message the author wanted to divulge. Ultimately, the beauty of literature is the fact that each person may perceive it differently and not be incorrect, and through open-minded discussion people may share, create, and impart new pieces of wisdom, spread appreciation, and share the love of Christ as well.

Why Does John Fowles’ “The French Lieutenant’s Woman”?

The novel â€Å"The French Lieutenant’s Woman† was made possible because of the haunting image of a woman in John Fowles’ imagination at the dock looking to the sea. The main character of the novel is Sarah Woodruff who is an impoverished former Victorian educator. Sarah was labeled in the territory as â€Å"Tragedy† or the â€Å"French Lieutenant’s Whore† because she was thought to loss her virginity to the departed sailor Varguennes. In the story, there is a noble Englishman named Charles Smithson who happened to saw Sarah while he was walking along the shore with his fiancà © Ernestina Freeman.Ernestina was a daughter of a wealthy shop owner. In the long run, he has a ploy to help Sarah as shown in his multiple meetings with her. In due course, he became attracted to Sarah until he pursued her. Unable to overcome his desires, they made love for the first time in a hotel room and he was shocked to his discovery that she was still a virgin. The history of her seduction on Varguennes as the one who got her virginity was therefore a lie. Charles became beguiled to Sarah. He realized that this lie had alienated Sarah from the society where she belongs and which is of paltry morals and fickle-minded that Sarah learned to detest.Charles then broke his engagement to Ernestina and offers marriage to Sarah instead. Sarah declined the offer and runs away. The lost of Charles’ engagement made him isolated and estranged from the Victorian society and Ernestina’s affluence as well. He looked for Sarah and found her as a model for the pre-Raphaelite painter Dante Gabriel Rossetti in London. From this, John Fowles offered multiple endings.The multiple endings style presented by John Fowles in his novel is a capturing technique to the readers’ attention. He offers variable choices of ending to the reader because as we all know every book has its own group of diverse readers. To satisfy this and to acknowledge th e readers of your work, offering them a several endings is professional enough to recognize their patronization of your work. Another reason why John Fowles offered multiple endings is to develop critical thinking to readers and to know their selves better through knowing what they want. For readers who intend to develop their skills as writer, Fowles give different options of how to make an ending.Through the ending, the faà §ade of the characters behind the story and the purpose of the story are being more defined and delineated. This also gives us an idea that a story is a story that in fact starts in the beginning and ends only in the ending. Sounds irony as it is, it means that the extremes of the story tells us of what to expect and how to supposedly read the novel. It tells us that story has its twists and turns but may still be straight ahead depending on the focus of the reader.The novel offered a blissful and joyful ending and a futile and wasted ending. From these, I pre ferred the blissful and joyful ending as the whole course of the novel is full of tragedy and showing a hopeless case. The happy ending affirms a reunion of Sarah and Charles together with their daughter. The hopeless ending is they decided to part forever after all the sacrifices. Also, the character of Sarah if this is the ending is being detested because she is portrayed as a deceitful and fraudulent woman and as a whore she really is though she was a virgin to Charles.As an affectionate satire under Victorian plot and setting, the curiosity of the reader to the ending of the story must be satisfied and sultry at the same time. The narrative manner of the story is self-referencing and the characters Sarah and Charles have the reasoning and feat of a twentieth century which is one more century advance than their time. They are expressive of what they want and do what they have to carry out instead of behaving being under the dictates and morals being entailed to them by the societ y where they belong. Through sexual communication, the main characters had evolved and undergone personal development.The first ending, wherein Charles marries Ernestina to follow the expected norms in the society to retain class status quo, showed the true lifestyle and ways of life at those time wherein the writer didn’t deflect the ideals at those times. As usual, the consequence of such ending and kind of plot directs a marriage that is not happy and successful.In this ending also, the fortune of Sarah was not elaborated but focuses on Charles’ part where he let Ernestina know that he had an affair before once to a woman he referred as a French Lieutenant's Whore. He did not further detail the story and did not need to include the worst particulars for the matter to be closed. This is a fine ending but not much causing reaction to the readers because this is common to people under a lifestyle where class is important. The ending is calm and does not offer much emot ion and catastrophic sceneries.In another ending, Charles chose Sarah and broke his engagement to Ernestina. This is an ending where love is chosen against all odds and mind was overruled. As expected, this has lead to unlikable consequences because of the present society where they belong. Charles became dishonored, humiliated, and shamed for choosing Sarah who had an appalling status in the society. Consequently, Charles was also disinherited from his uncle who then remarries where he got an heir. Sarah left for London without the knowledge of Charles. Charles who had loved Sarah so much did not stop finding her for several years.One time he found her in London where Sarah was a model. Charles found out that he had a child and the ending was left open where there is an inference of reconciliation and reunion as a family. This ending has so much to offer and the expected ending if it has to be a happy ending. The spice in the ending is the notion that no matter how many typhoons pa ssed your way there is an appropriate time that it will calm down soon. It is like expecting a sunny day at the end of the rain. It gave our human nature a chance to get up and tells us that trials are just temporary. It gave readers an idea of the natural circle of life and giving them hope that their struggles and sacrifices are not wasted because in due time, the fruits of these will soon be reaped.In terms of character of Sarah, It tells the reader that what we think of us depends on what we allow others to think of us. In this world full of critics and prejudice, you have to be strong and be able to defend yourself because you alone knew yourself most and its limitations that you must not allow others to treat you as inferior to them. The more you allow a person to treat you that way, the more you are giving them right to invade your privacy and dignity until one day it is too late for you to realize that you lost everything. You lost what you should have defended, kept, cared, and guarded.In this multitude and variable persona and guise behind the character of Sarah, Fowles was able to offer to readers another ending. This ending has its plot same as the second ending where Charles found in London as a model for the pre-Raphaelite artists. Here, there is no reconciliation that happened and their reunion was unpleasant. He found out that he is only used by Sarah but in the process, he contemplated that it is for the better as he learned to reflect and became aware to return to his old self. On the other hand, Sarah had chosen to conceal the existence of their child to avoid extending their relationship.This type of ending further builds up on the real character of Sarah if is she trying to hold true of what people think of her or is she really that kind of girl. Inquisitiveness and nosiness in a reader’s disposition will be triggered and the nature of a person of criticizing and judging surfaces. Many questions may arouse such as does Sarah loves m aneuvering people if she knows she could exploit them through their feelings like Charles who loves and respects her so much? Or is she a connoisseur liar and indeed with few morals that must not be given a chance or must not be loved at all?In the novel, it was reflected that Fowles has difficulty choosing what the ending should be, the truer and more preferred ending, by disguising in the novel as the man watching the man Charles in the train. He finally decided then to initially have the happy ending then the final as the sad ending. Here it can be reflected that there is an author involvement and intervention in the novel. This technique is a landmark in literature because multiple endings and author involvement and intervention are truly unique and innovative. But is this accepted in the world of literature? Or is this innovative technique acceptable and tolerable in literature?As we can see, these denigrations have been passed by Fowles successfully as most critics found this technique as more interesting and a demonstration of exceptional talent. Any imitation or adaptation of this technique will be judged and reviewed as not creative, inventive, imaginative, or original at all. The multiple endings technique is also a manipulative style of the author to his readers. He made them raise questions and arouse their curiosity. Others interpret that the author is anxious and thirst for a psychological need to control. But it must still not be ignored that each reader has its own ability to analyze and understand what they read, thus, this aspect in readers’ being cannot be controlled by the author.While reading the novel not because of the story but due to evaluating why the author made several endings for the story, I can not help to think that maybe the author had taken too lightly or failed to appreciate the ability of the readers for independent thinking and understanding. But looking positively, maybe the author just wanted to satisfy his readers in terms of a happy or sad ending. The ending they will choose will satisfy each type of reader with their expectations being met. Generally, Fowles had been a good puppet master unlikely to uncover of his purpose behind the novel. What we knew is that he had made a remarkable move in the literature world.ReferenceWilliam Stephenson, Chester College of Higher Education. â€Å"The French Lieutenant's Woman.† The Literary Encyclopedia. 10 Oct. 2002. The Literary Dictionary Company. 23 July 2007. ;http://www.litencyc.com/php/sworks.php?rec=true;UID=796;

The Necessity of Ethics in Criminal Justice

Erazo Criminal Justice April 15, 2013 Prompt: Give an account of the role of ethics and its significance to the functions of the criminal justice system in America, and describe its impact on crime and social control. The Necessity of Ethics in Criminal Justice The role of ethics is important to the criminal justice system as well as the government because it helps maintains social control and crime control. Over time the role of ethics has adapted in every aspect of the criminal justice system.Without the role of ethics there would be corruption; the law would have little meaning because its application would be undependable (citation. ) The criminal justice system, which works along with the government, has a great impact of how people treat each other, therefore the role of ethics is not only important for the law but for society as well. Of course there are differences in ethics; depending on certain occupations ones ethics will vary, but the overall role of ethics is to â€Å"d evelop personal qualities such as: courage, honesty, confidentiality, law-abiding behavior reproach and exemplary in nature† (cite 3. It is important for our defense attorneys, police officers, and judges to practice the role of ethics to maintain a stable criminal justice system. It is important to have ethics in the criminal justice system because it prevents corruption, brutality and racial discrimination. Without the role of ethics, the criminal justice system would not be where it’s at today. It abides by the supreme law of the land which falls under the preamble of the constitution which is the Bills of Rights.The Bill of Rights makes sure to protect every citizen’s rights no matter the gender, race or other discriminatory factors. The criminal justice system holds true to these factors which reduce corruption, brutality and racial discrimination. There would be corruption in the CJS (Criminal Justice System) by police corruption. There would be police corr uption by extortion: demanding money for not writing traffic tickets, and bribery: accepting money in exchange for not enforcing the law. Police corruption carries high costs in many ways.The first way of corruption is that police corruption detracts from the integrity of police authority and tarnishes the image the public view law enforcement. The public expect authorities to be honest and to treat everybody equally. The lack of law enforcement adds on to the increase of crime rates because authority is influencing negative behavior by not stopping crime. Secondly, it protects other criminal activities that deal with prostitution and drugs. The police are being bribed of not enforcing the law by the exchange of money. Criminals offer lucrative sources of income for organized crime.This means that a criminal would pay a police officer a certain amount of money to let a crime happen and the police would prevent law enforcement regulations upon them. What is usually seen in police cor ruption is called narcotic corruption. Narcotic corruption is â€Å"an inevitable consequence of drug enforcement,† (Cliff Notes-Police Corruption. ) Police officers are being offered either lucrative income or share some of the profit being made from the drugs that are being brought because of the prevention of law enforcement these officers are taking a part of.Providers of these services and illegal goods use part of their profits to bribe the police in order to ensure the continuation of criminal enterprises. If authority is not giving out the prime example of enforcing the law, what are the expectations of the citizens following them? Police corruption adds on to crimes, therefore following the role of ethics is strictly important to prevent incidents of police corruption to keep happening. The role of ethics makes sure to reduce police corruption if not eliminate it.To catch the violating officers, the criminal justice system holds special investigation commissions and auditors. Police corruption has been reduced tremendously by teaching officers the role of ethics as well. Another reason why the role of ethics is important to the criminal justice system is because of police brutality. In the year 1982, the federal government funded a study named, â€Å"Police Services Study,† in which thirteen percent of 12,000 people interviewed were abused by police brutality.Studies such as the Police Services Study show that most brutality is pressed against minority groups (Cliff Notes- Police Brutality. ) Police brutality ties in with racial discrimination against minority groups. There is also discrimination against homosexuals that are abused by police officers. When police officers are charged in court for brutality, they claim that they used the contempt of cop and situational variables which means that they attacked the criminal in self defense.The way that brutality is being prevented is not only by the role of ethics, but also by the internal affairs unit which means that units investigate complaints against officers to see if there is any suspicions of corruption, complains of brutality or other kinds of excessive force. After the police beating of Rodney King in 1991, the inspection general position was established to monitor citizen complaints dealing with police brutality and racial discrimination. What often ties in with police brutality is racial discrimination.Racial discrimination is mostly aimed towards Hispanics and African Americans. A study done in 1994 through 1995 of a group of 90,000 middle school and high school teenagers were surveyed to see how they would turn out to be in the year 2008. The study in 2008 states that the majority of the teenagers that were surveyed in 1994 that were African Americans had higher statistics of being arrested, incarcerated, and received long criminal sentences. The majority of journalism reports stated that, â€Å"more than white men, African American men engage in violen ce—and, on average, their IQs are lower. (Psychology Today. ) The study was more focused on the race of the individual instead of focusing on if the criminal justice system was fair to every single one of these individuals; it was not focused on seeing if the African Americans were discriminated or if they were abused brutality by police officers, instead they focused on their IQ levels and skin color as leading factors to see why African Americans engaged in violence more than the common white man. Criminal Justice cases state that African Americans have faced discrimination since the era of slavery.Ever since then they have been treated unfairly in every aspect of social factors. African Americans have suffered discrimination because of their skin color. The discrimination of African Americans initially began through the system of slavery, and then continued onto the pattern of segregation as well as legislative decisions that have encouraged discrimination against African Americans. Legislative encouraged discrimination of African Americans by considering Africans as property when they were slaves.After slaves were free there was still discrimination because government didn’t want to give them their rights. Since then African Americans have been fighting to be equal. Even centuries after the slavery era, African Americans are still being discriminated not only in a social standpoint but in the criminal justice system as well by racial discrimination. The role of ethics tries to teach their police officers to not be judgmental because of a stereotype or skin color.They try to predict if the accused person is guilty based on evidence instead of gender, race and economic status in cons of if they are a minority group. The role of ethics of course does not only surround itself by making sure there is no corruption, brutality and race discrimination, but also it prides itself in the way they hold their morals in the criminal justice system. There m orals are to develop personal qualities such as courage, honesty, confidentiality, and law abiding behavior to everybody involved in the criminal justice system.The counselors that are involved in the criminal justice system make sure to keep the accused or criminals personal information confidential unless it is a threatening act against another person or a group of people. The reason this ethic is important to the CJS is because if the code of confidentiality is broken, it could not only hurt the person who was betrayed but it also affects the way society views the system. The role of ethics impacts the way people view society.Even every day people practice the role of ethics; it could be in other areas but they have similar methods. It is crucial that defense attorneys, judges, and police officers abide by the role of ethics. Defense attorneys need to abide by the role of ethics when defending the accused by making sure they don’t give false testimony during their trial; t his keeps the CJS fair. Defense attorneys are expected to make sure that the information presented in court is true and that the person speaking against or for the accused is giving true information as well.Police officers are expected to follow the role of ethics as well by treating all accused and victims by their rights and to not arrest or approach them with brutality or arrest and treat a person unjustly just because of their race. Judges as well are expected to follow the code of ethics by making court decisions based on the information presented and not on racial factors, gender and other factors that could sway a person to be discriminatory against somebody.The code of ethics is very important in crime and social control because it helps reduce crime by establishing a platform on which authorities follow to ensure that everybody being tried is given an equal trial. When the criminal justice system had not established the code of ethics, African Americans and homosexuals were treated brutally by police officers. Police officers would beat them and sometimes unjustly accuse them of accusing a crime even though they did not do it. As well as judges and cases brought to the justice system, they would discriminate and state that the verdict is guilty.There were all types of corruption in the criminal justice system starting from the basic authority such as police officers following to defense attorneys and finishing off with judges who are one of the most valued authorities. Even when not dealing with crime, like for example parole officers who deal with juvenile delinquents, they are to enforce what the court says to be followed by the convicted offenders. If they do not enforce the law, the person might reoffend causing more hard due to poor ethics by officers causing more problems for the criminal justice system.The role of ethics gives every citizen the right to be treated equally when being accused of a crime. It implies that every person would not be treated differently because of a social discriminatory factor therefore keeping the CJS honest and law abiding. Ethics help keep social and crime control mainly through studying ethics because it is possible to define unethical behavior. It is important to have the capacity to point to moral reasoning in justifying behavior, and the study of ethics develops that capacity.The impact the role of ethics has on the criminal justice system is a positive one for it prides in honesty and law abiding factors; by implying the role of ethics, the public trusts the system more causing less chaos. Works Cited â€Å"The American System of Criminal Justice: Innocent Until Proven Guilty. † The American System of Criminal Justice: Innocent Until Proven Guilty. N. p. , n. d. Web. 15 Apr. 2013. http://www. stimmel-law. com/articles/criminaljustice_us. html â€Å"Criminal Justice: Police Corruption. † Criminal Justice: Police Corruption. N. p. , n. d. Web. 15 Apr. 2013. ttp://www. cliffs notes. com/study_guide/Police-Corruption. topicArticleId-10065,articleId-9979. html â€Å"Criminal Justice: Police Brutality. † Criminal Justice: Police Brutality. N. p. , n. d. Web. Spring 2013. http://www. cliffsnotes. com/study_guide/Police-Brutality. topicArticleId-10065,articleId-9975. html â€Å"No Discrimination†¦ | Facebook. † No Discrimination†¦ | Facebook. N. p. , n. d. Web. Aug. 2012. http://www. psychologytoday. com/blog/the-bejeezus-out-me/201303/no-discrimination-in-the-criminal-justice-system â€Å"The Importance of Ethics in Criminal Justice. † N. p. , n. d. Web.