Analysis Of The Article Parramatta - 1191 Words

Parramatta Summary Parramatta is a business district first, a residential area made up mostly of apartment dwellings, and a parkland and riverside suburb. People refer to Parramatta as Sydney s second central business district. Westfield Parramatta is a shopping centre in the city. It s also one of the biggest in Australia. There s no product, service, or food you can t find there. Besides the shopping centre, Parramatta has office buildings, shops, and eateries spread across the suburb. The arts are alive and well in Parramatta as is the superior school system that caters to children of all ages and all educational levels. If living in the city where you are right in the middle of the action, Parramatta is a great city. On the other†¦show more content†¦This is where locals go to get away from the hustle of the city and where visitors flock to for the scenic views. There s a nature reserve with walking tracks, a swimming area, scenic bushland, and a restaurant. Local and major events are host ed here as are weddings and other events. †¢ The Domain Creek Playground is part of Parramatta Park and is a newer playground with loads of green space and a nature-inspired playground. †¢ The James Ruse Reserve is a water playground where kids and adults alike go to cool off on hot summer days. It s an excellent park to spend the day. †¢ Lake Parramatta Reserve has a cafe that serves beverages and food, barbecue facilities, public toilets, and a swimming area. Schools Child Care Parramatta is a major city in Sydney, therefore it is well-equipped with schools and daycares for this densely populated city. †¢ Little Bees Childcare Centre (Horsley Road) - Daycare and preparation for Preschool and Kindergarten †¢ Reggio Emilia Early Learning Centre (George Street) - Child care and Kindergarten prep †¢ Goodstart Early Learning (Charles Street) - Daycare and Kindergarten prep †¢ Westfield Occasional Child Care Centre (Church Street) - Daycare and Kindergarten prep †¢ Parramatta High School (Great Wester Highway) - Co-educational for Year 7 to Year 12 †¢ Parramatta Public School (Macquarie Street) - Co-educational for Kindergarten to Year 6 †¢ Parramatta West Public School (YoungShow MoreRelatedInnovation Of A Business Plan For The Business Of Evermore International Pty Ltd.2780 Words   |  12 Pagesexperience and/or years in the industry and any major achievements/awards.] Products/services: Specialised Asian grocery items, food products 3.0 The Future Vision statement: To build a loyal and sizeable customer base in the Wentworthville, Parramatta and the Sydney area; capturing the local market with the company’s quality products, competitive prices, experienced and friendly staff, and the best prices. 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Immigration Illegal Immigration And Discrimination

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The emotions of Crooks Essay Example For Students

The emotions of Crooks Essay During Part 4 of Steinbeck’s novel he seems to revolve most of the emotion in this chapter around one minor character, ‘the negro stable buck’ Crooks who finds himself a lonely man in desperate need of company but to shameful of his ethnicity to find someone to talk to. This is important to analyse as it reflects to the reader what emotions Steinbeck thought of black people during his time and how they must feel to be discriminated. To start with at the beginning of the chapter, the first paragraph can instantly convey the loneliness Crooks feels. The fact that he lives by himself and not with the ranch men because of his supposed lack of right tells us that the ranch men feel it’s wrong to come in contact with Crooks just because of his skin colour. This makes Crooks instantly seem like a sad and lonely character because he is unable to share his life and communicate properly with other people. Also the fact that he owns multiple-reading books and the ranch men do not show that he may be the most intellectual person on the ranch but it still discriminated for it making his intellect a wasted skill. The next sign of emotion towards Crooks is on the bottom of Page 67 when he warns Lennie about entering his room; he says sharply, ‘‘You got no right to come in my room. This here’s my room. Nobody got any right in here but me’’. Crooks does this because of his lack of rights and those that he does have must be taken for granted (like his room light, which Lennie was attracted to) and be protective of otherwise he will stand for nothing in his already lonely and unnecessary life (in his opinion). However, he makes pauses in his speech to hint to Lennie that he secretly wants company but is still wary of a white man’s presence (little does Crooks know that Lennie is too naive to discriminate). Later on Page 70 and 73 when Crooks opens up to Lennie about his childhood on his father’s farm, he becomes reminiscent of when he used to play along with the white kids without being teased or excluded for his skin-colour and this illustrates to the reader that Crooks misses those old days and longs for them to have stayed true, to be of equal status with the ‘other’ people yet it’s an unachievable goal. The fact that Crooks, ‘went on dreamily’ when returning to his childhood on Page 73 makes the reader realise that his memories are the only thing that keeps him mentally going because of his longing to return to the plain and equal life he used to live.

The virtual and interactive Inter

Table of Contents Introduction The place of narrative in video game Abandoning narratives Comparison: Discourse and Story Evolving Terms Conclusion Works Cited Introduction Currently, scholarly criticism of games utilizes them as a medium for expressing a legend, and as a ‘lucid’ experience where an aspect of old legends is simply secondary to the game itself. Basing on existing crucial work on games, premises of immersion, changing opinions on tales regarding a game and on what game is, this paper argues that narrative premises are not sufficient in tackling gaming.Advertising We will write a custom essay sample on The virtual and interactive: Inter-subjectivity in Games specifically for you for only $16.05 $11/page Learn More The argument of this essay is based on the way that a game enables a narrative which is dissimilar in form from a narrative in any medium, and in what gaming may have in teaching people regarding a more old kind o f narrative (Turkle 180). The paper uses aspects of actor-based premise and cybernetic theories in constructions and reconstructions of the self in virtual reality by Sherry turkle and navigable space by Lev Manovich in explaining how a narrative role in a game via the ‘physical composition’ in the context of any game. The argument is that a video game achieves a different impact compared to other mediums through developing different relationships with its users via the physical composition of a hybrid character. Due to this dissimilar impact, a video game enables a narrative which cannot be copied in other medium without critical change to be used in this medium. The place of narrative in video game This thesis integrates earlier significant experiences of video games and the importance of narratives in analyzing video games. Narrative is irrelevant in gaming partially due to lack of subjectivity during gaming. A game is subjective, enabling interactive communication b etween technological device comprising of hardware and coding system. The hardware represents a collection of parts functioning in unison and the coding system represents the software playing the video game. Thus the negotiating platform is an individual watching the game from a monitor connected to the devices themselves, and the interfaces, keyboards, and joysticks or mouse, presenting an ordinary link between the command of the individual playing the game and the playing box (Manovich 244). Games and gaming tradition are offering a narrative which is not easily duplicable in other mediums due to the special influence, a change which implies the narratives are perceived as more individual because of the changed interactions between the video games and the person operating it (Turkle 159). Focusing on how this special influence works may aid one in learning more concerning the place of narratives and why they work differently in gaming. Abandoning narratives A game introduces facto rs of gaming which are separate from the old perceptions of narrative, lucid elements essential to the generation of special impact during gaming and indication that narrative premises are not adequate when used in games. Narrative premise divides narrative into two categories namely: discourse and anecdote (Poole 46).Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Anecdote represents the authentic occurrence of events in gaming; discourse represents the maneuvering of that narrative in gaming. Discourse in addition represents the aspects of the media in which the narrative occurs. These terms represent the fundamental design of any narrative kind. Narrative overall represents only to what must be reconstructed in a game: the sequential occurrence of episodes as they essentially happened in the period or space of the story. In games, there are no stories and there are no sequential series of events . Rather there are simple codes waiting activation. However, application of narrative implies gaming is an episode telling medium made for expressing narratives. A narrativist thus approaches a game as text which can and should be viewed in the similar manner as novels, poems, or video games, because he/she asserts that narrative fits in all the classes. But gaming is not a media to express narratives, and thus only analyzing it as a narrative text is an extremely reductive and tapered approach. Comparison: Discourse and Story In navigating space, Lev Manovich asserts that interdependence generates hybrids that have different features for both the user and the technological application. The hybridization is indication to the way in which the individual playing the game and the technological design have decided an ordinary ground that frequently surpasses the redesign and structural objective attached to the hardware and coding system (Manovich 247). If the human approach is an amalg am, then the users of any game exist as a ‘human gaming’ triggered by what Manovich refers as a ‘fair space’ linking the individual playing the game to the technology. The fair space for human-game represents the lucid operation created by the hybrid. The human-game interfaces are interdependences between user, sensing device technique implying spatial explorations of a technological universe, and a hybrid which enables explicit operation in the navigable space in question and which represents an individual seated in front of the screen, both tied in a common objective of entertaining by constructing and experiencing alternative views (Manovich 248). Sherry turkle perceives a database as an old design in itself, contrary to narrative. The databases represent the universe as an assortment of games, and they refuse in ordering this collection. Contrary, narratives create a cause-and-impact trail of apparently not ordered events. Thus, database and narrative a re two independent items. Rivaling for the same region of people tradition each claims a selective right for making developments (Turkle 160).Advertising We will write a custom essay sample on The virtual and interactive: Inter-subjectivity in Games specifically for you for only $16.05 $11/page Learn More A game therefore begins as a non-ordered selection of products waiting to be activated, yet is viewed during play as comprising an orderly series. The solution to how a game can immediately behave like an assortment and then viewed as an application of episodes is dependent on a differentiation in temporality. As Manovich asserts, narratives have numerous various temporal classes in an orthodox model. ‘Story duration’ represents the period taken by events, in sequential manner, while ‘discourse duration’ represents the period of the actual narration of an event, in a non-sequential manner (Manovich 251). Turkle in addition des cribes ‘reading period,’ which represents the authentic period when the texts are conceived (Turkle 163). Comparing the classical model, Juul says that a game collapses the differences between discourse-period, narrative-period and reading or viewing-period. Narrative premises are not compatible with games due to this crumple of short-lived distinction. Narrative involves two aspects, namely: the discourse and the narration. Narrations are occurrence of episodes while discourse represents the chronological sequence of such episodes in a narration design. In games however, there are no narrations. There is simply coding system, a set comprising of preconditioned potentialities rather than a collection of events occurring in a preset manner, which can later be rearranged to form a fiction. This possible coding has a short-lived measure to it, suggesting that motion over time and spacing within the play is significant (Juul 29). Navigating the database triggers possible co ding system from storage, providing a short-lived rearrangement of episodes as they appear. Basically, a game is an assortment, a possible coding which change to a narration as the game continues. A game is thus not a strong design. It lacks an explicit underlying design and is dependent on an assortment of possible narratives and definite logics which are very much open. The distinction between discourse and narrative with respect to story premise cannot be applied in gaming (Poole 48). Because the instruments presented by gaming premise are inadequate in tackling games, this paper provides a substitute of approaching the argument from the amniotic sac perspective. Evolving Terms The amniotic sac refers to a hybrid space generated through the relationships between the hardware/coding system of the game and the triumvirate/user. This interaction is physical as much as it is interactive, as the user has to utilize a real hardware platform so as to experience impact on the coding syst em, and the system requires real hardware so as to be provided with an interactive code. Sequentially, the nature and efficacy of the resulting virtual interactions shape the final hybrid space.Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More For the purpose of describing this procedure and establishing some key terms, it is essential to evaluate with a view of unpacking some directly linked terminologies. Interactivity refers to an approach that is seldom described in an explicit manner. Espen Aarseth asserts that the terminology acts textually instead of systematically, through connoting virtual links to user sovereignty, and individualized medium while designating not anything (Aarseth 48). Interactive works are works the viewer can actually alter the discourse in an approaches that are interpretable and produce connotation within the discourses themselves (Turkle 165). This definition indicates a game is a type of hyper-textual navigation through constructing of personalized texts from an assortment of potentialities within a database. Splitting hyper-textual navigation into major classes presents extractive and immersive relationship models. The two techniques of interaction need large databases. Extractive interact ion is concerned with locating and linking data, while immersive is mainly for exploration. By definition a game is an immersive form because of the aspect of exploration. A key query is raised due to the fact that the context of interaction is not stable due to the various probabilities it represents via recombination: What is the legitimacy of all claims or observations one might draw from the content of any video game? Old challenges of interpretation increase significantly when interpreting a video game. This problem is one of the most significant crucial repercussions of interactive media: a new media game is a database which does not have unique interpretation until the user is given or ignited through navigation. Conclusion In conclusion, two elements of historical establishment in video gaming are applicable to this thesis: first, the technological developments within the representational methods and interactivity which video gaming has made from the 1990s up to date, and se cond the important reaction to these developments which are predecessors to such argument. The amniotic sac represents a triumvirate developed by the user, the coding system via which the video game is played, and the related hardware connecting the user to the system, which enables the coding system to be active. How the coding system has been evolving in terms of representational methods and the use of more sophisticated devices is significant for how this evolution now dictates present day video game growth. Works Cited Aarseth, Espen. Cybertext: Perspectives on Ergodic Literature, Maryland, Johns: Hopkins University Press, 1997. Print. Juul, Jesper. â€Å"Games telling stories? A brief note on games and narratives.† Game Studies 1.1 (2004): 25-40. Print. Manovich, Lev. Navigable Space, Cambridge: Massachusetts Institute of Technology, 2001. Print. Poole, Steven. Trigger Happy: Videogames and the Entertainment Revolution, New York: Arcade Publishing, 2000. Print. Turkle, S herry. â€Å"Constructions and reconstructions of self in virtual reality: Playing in the MUDs.† Mind, Culture, and Activity 1.3 (1994): 158-167. Print. This essay on The virtual and interactive: Inter-subjectivity in Games was written and submitted by user Jaden Santos 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. You can donate your paper here.

Purchasing and Implementing a Student Mangament System at JCSS free essay sample

Jefferson County School System has purchased a new System for Student Management and just like any new technology it takes time to adjust. But there were quite a few issues in the implementation process that could have been avoided. I will explain what went well in the implementation process of Jefferson County School System. I will examine the complaints as well as complications with the system and explain what should have been done better. And lastly I will point out what could have been done to improve the results of the implementation process. Background  Jefferson County School System (JCSST) is a school system that educates about 10,000 students in 18 different schools, consisting of fourteen elementary schools, two middle schools, and two high schools. In 1970 administrative computing had begun for doing student scheduling, grade reporting and keeping record of student enrollment. In 1976 the school corporation purchased a DEC PDP 11/34 computer, and the student management applications were converted from the university computer. We will write a custom essay sample on Purchasing and Implementing a Student Mangament System at JCSS or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page During the next few years, financial applications were added and more student management applications were developed. As the years went by and Technology changed, JCSS has been keeping up. Now they have four Dell servers operating under UNIX and PC’s and Pc’s in all JCSS locations are connected to the system via a high-speed TCP/IP network. Now the newly hired superintendent Dr. Henry Greene and a small task force of Administrators decided that JCSS systems should be replaced with purchased software and it should utilize and integrate database and report-generation software. This task force also suggested that the programming staff of the data processing department would no longer be needed if these recommendations are accomplished. Discussion Everything started off well, a task force of administrators was established and a task of selecting a vendor to provide the hardware and software to replace the current administrative computing applications at JCSS went good. By late March, the new DP Director and her committee had prepared and sent out a 71 page RFP to 23 possible vendors with proposals being submitted by May 4. The RFP stated that â€Å"The proposals will be evaluated on functional requirements, support services, and a 5-year life cycle cost. † This RFP was sent to vendors that would contract to accept responsibility for all the software, support and training services required to install and maintain the new system. After the DP Director evaluated the responses that were submitted, she chose three serious contenders. These contenders were invited to demonstrate their system to the committee. However, the vendors were not told in detail what to show except that they show the major systems. This was mistake number one. I would have wanted these vendors to demonstrate to me what I needed to my specific details. Second, instead of visiting a School that already use a similar system, the committee only visited two sites. And this was because of time and money constraints. The DP Director and the Assistant Principle spent one day at these locations observing the systems and the committee members made calls to others that use the vendors to get their feedback on the systems. Another mistake, what they need the systems for may not be the same as what I need the system for. No matter how they did it, everybody was satisfied with the systems. After a difficult decision the committee selected DSI, even though neither of the vendors systems did exactly what they wanted it to do. Right here I could say that was another mistake but I think just like when you learning how to cook something new, it takes a few times of making it before you get it just the way you want it. You have to figure out how to use the program the way it needs to be used. This is where we go into our next phase, implementation. In December the DSI people helped implement the new system. And as soon as the systems got purchased and put into play at JCSS, the complications started. The first problem was with the financial systems. Most was converted to the new system but the real major problem was installing and using the student management systems. The DP Director planned to follow the cycle of the academic year when implementing the student systems. First, they would transfer all the student demographic information from the present system to the new system’s database. Then they would complete the students’ fall class schedules by the end of the spring semester, as they had been doing with the old system, so that the students’ schedules would be on the new system and ready to go in the fall. During the summer they would pick up the attendance accounting on the new system so it would be ready for the fall. Then they would implement grade reporting so it would be ready for use at the end of the first six-week grading period in the fall. Finally, they would convert the student transcript information from the old system so that fall semester grades could be transferred to the transcripts at the end of the semester. The transferring of the student’s demographic information was a success, but the scheduling was a disaster. I believe this came from a lack of training or should I say the lack of time that was not taken out for the training. DSI was willing to train any and all employees; however, the employees did not take the allotted time to get the training. I think all involved individuals should have made time to get this training. The summer break was a great time to get this completed but if they were not on the payroll, they were not there for training. Fortunately, Paul Faris, the scheduling officer at Roosevelt, was working summer school, and with his assistance they were just able to get all the schedules done two weeks before school started. For preparation for the upcoming fall year, the secretaries and the counselors should have been paid to come to training over the summer. When things started failing a group of names should have been written down so that these could be trained in whatever areas that needed to be improved. This would have helped the process move along more smoothly. It is already over whelming when learning something new in the IT world, but to learn it without the proper training is foolish. Conclusion The real problem was not the vendor that was chosen, it was the lack of user training and there was no user manual available for employees. DSI offered JCSS everything they asked for; they were on time when needed for trouble shooting as well as for training the employees. And remember it was the committee that said they could work well with them (with DSI). Looking back, JCSS chose the right vendor, but without detailed definition of what the system needed, and without the proper training, money constraints and a plan for the project, the system would surely fail.

Free Essays on Private Security

â€Å"Course Project† No information in this paper is classified As I am stationed in Germany, the successful completion of this lesson was very difficult. As you are well aware of, since September 11, the Armed Forces of the United States have been on Threat Condition (Threat Con) Charlie or Bravo. Both, Threat Con Charlie and Bravo have the same security measure but the difference is the use of deadly force. Under Threat Con Charlie, the Noncommissioned Officer In Charge (NCOIC) can authorize the use of deadly force and under Bravo; the Officer In Charge must authorize it. The entire European Command is under Threat Con Bravo and will remain at this level for some time. The reason that I have mentioned the Threat Con is because it has a direct effect on the overall security and how the general public (soldiers and dependants) feels about the safety of they’re shopping. If I may call your attention to the drawing of exhibit â€Å"A† (Area Overview) you will see that this is indeed a very small post (called concerns here in Germany). The XXX represent a seven-foot high chain-link fence with razor wire and barbed wire on top of it (this was just added after September 11th incident). Located at Guard Point one (1), there are two to three civilian security guards (Pond’s security force) with loaded 9mm weapons and three to four soldiers with loaded M16’s with 20 live rounds apiece. Upon entrance into the post, one must stop and show their drivers license, ID Card, and vehicle registration and the vehicle gets a quick look over. Then you would proceed in and within 30 meters the road divides (divided by concrete barriers) and an armed soldier will direct you to the search lane or the bypass lane. If you are lucky you will go through the bypass lane, however if you get directed (ever five cars) to search lane your vehicle will go through an intensive... Free Essays on Private Security Free Essays on Private Security â€Å"Course Project† No information in this paper is classified As I am stationed in Germany, the successful completion of this lesson was very difficult. As you are well aware of, since September 11, the Armed Forces of the United States have been on Threat Condition (Threat Con) Charlie or Bravo. Both, Threat Con Charlie and Bravo have the same security measure but the difference is the use of deadly force. Under Threat Con Charlie, the Noncommissioned Officer In Charge (NCOIC) can authorize the use of deadly force and under Bravo; the Officer In Charge must authorize it. The entire European Command is under Threat Con Bravo and will remain at this level for some time. The reason that I have mentioned the Threat Con is because it has a direct effect on the overall security and how the general public (soldiers and dependants) feels about the safety of they’re shopping. If I may call your attention to the drawing of exhibit â€Å"A† (Area Overview) you will see that this is indeed a very small post (called concerns here in Germany). The XXX represent a seven-foot high chain-link fence with razor wire and barbed wire on top of it (this was just added after September 11th incident). Located at Guard Point one (1), there are two to three civilian security guards (Pond’s security force) with loaded 9mm weapons and three to four soldiers with loaded M16’s with 20 live rounds apiece. Upon entrance into the post, one must stop and show their drivers license, ID Card, and vehicle registration and the vehicle gets a quick look over. Then you would proceed in and within 30 meters the road divides (divided by concrete barriers) and an armed soldier will direct you to the search lane or the bypass lane. If you are lucky you will go through the bypass lane, however if you get directed (ever five cars) to search lane your vehicle will go through an intensive...

Remembering, feeling, and thinking Essay Example | Topics and Well Written Essays - 750 words

Remembering, feeling, and thinking - Essay Example The interrelationship among the psychological concepts of motivation, emotion and behavior is important to understand. Human behaviors are always directed towards certain motives and those motives are further propelled by emotion. Human emotion stands in between motivation and the behavior. Emotion, first of all, stems from motivation. A desire to do or achieve something comes from emotion and the success or failure of the same also results in the arousal of emotions – joy or happiness if one is successful and sadness or distress if one fails. The emotions thus aroused make the person show appropriate behaviors that project those emotions. For example, a sad person stops eating and a happy person may start dancing and singing! Sometimes emotion also effects motivation. Often times our goals and ambitions stem from the kind of emotional state one is in. A joyful person might be motivated to spend time in recreational activities while a frustrated person might choose to seclude himself inside closed doors. Let us look at the behavior of John, a high school student who wants to pursue a degree in engineering. His ambition to become an engineer is a motivation and his desperate search for a suitable institution that can provide a degree in engineering is the behavior propelled by his motivation for achievement. This motivation, on the other hand does not appear without emotion. John feels extremely happy when he repairs certain machines like his neighbor’s computer or his old radio and when he makes certain buildings out of plastics or cartoons. He is always driven towards outdoor activities and is obsessed with other clerical jobs and other activities that require dexterous capabilities and mathematical intelligence. Thus such behaviors are always motivated and those motivations are always liked to emotions. II. Theories of Emotion There are four major theories proposed to explain emotions. The first one is The James-Lange Theory. According to this t heory an event causes a physiological arousal and it is only when you interpret the physical response, you experience the resulting emotion (Maddie, 2011). For example a girl walking in dark hears certain sounds of an animal, and her heartbeat rises. She interprets this reaction to be fear. The Cannon-Bard theory claims that â€Å"we feel emotions and experience physiological reactions such as sweating, trembling and muscle tension simultaneously† (Kendra, 2011). For example I see a snake; I feel afraid and begin to tremble. The Schacter-Singer Theory says that two factors are essential for the experience of emotions, high physiological arousal and an emotional interpretation of that arousal. According to the theory, an event causes physiological  arousal  first. You must then identify a reason for this  arousal  and then you are able to experience and label the emotion (Schachter-Singer Theory, 2011). The Lazarus theory builds on the Schechter-Singer theory and propo ses that when an event occurs, a cognitive appraisal is made and based on the results of that appraisal, an emotion and physiological response follow. The most valid theory for me is the Cannon-Bard theory because it acknowledges the fact that the experience of emotion and physiological reaction occurs simultaneously. Moreover it does not assert the need for ‘interpretation’ of emotion, for, emotion is instinctual and a person engrossed in the emotion hardly has a change to ‘interpret’ the same, yet, he feels the emotion. The least valid theory for me is the James-Langue theory. It is not necessary that the physiological arousal must occur first and it is also not necessary to ‘interpret’ the physical reaction for a person to know what emotion he is feeling. Emotions often occur in a subtle form where we notice our physical reaction such as rejoice way after we have felt the emotion. III. Thinking, Intelligence and Creativity Thinking is the pr ocess of making use of mind or the brain to observe, interpret and make sense of the world around us.