Demanding Creativity: A Production-Oriented Approach to Teaching the Comedia
For a growing number of people in the twentieth century United States, the phrase "twenty-first century" evokes the current prominence and future promise of information-age technology. The wonders of e-mail, Web browsing, and "wired" classrooms have descended upon all of us, and these developments have made lasting contributions to the way we think, organize our time, plan our activities, and interact with other people.1 With each passing year, more and more groups and individuals embrace computer technology—most notably, the Internet—for personal and professional purposes, and teachers, scholars, schools, and institutes seem to be at the forefront of this movement. In general, this trend remains in an incipient stage, as the mystique of the Internet has not fully given way to the established use of it, and as profound socio-economic disparities within our society keep the promise and implementation of any computer-based activity out of the reach of some educators and many students.2 Even in the colleges, universities, and privileged school districts where the technological revolution has been solidly institutionalized for teaching and research purposes, there exist among today’s students—Don Tapscott’s "Net Generation" or "N-Gen"—significant disparities in interest and familiarity with the medium that defines them.3 The twenty first century as a special moment in the history of the technologizing of society may indeed be overstated, but it is certain that Internet technology exercises a direct influence on select aspects of our society, and this phenomenon has affected and continues to affect the people and institutions of society that have remained at the margins of technologization.4
In particular, the process of creation and consumption of Internet technology in certain circles of United States society has emerged from and reinforced an image culture established during this century by the mass popularity of blockbuster cinema and broadcast television.5 The predominantly visual nature of information, ideas, and epistemology of cinema and television has defined image culture in the United States, and image culture, in turn, has transformed and marginalized the primarily verbal nature of information, ideas, and epistemology of print culture. As image culture has established itself in our society, there has been no lack of cultural historians who have taken to print in order to lament the demise of print culture. Neil Postman argues in Amusing Ourselves to Death that this century’s triumph of television over books has weakened the quality of public discourse and thus has rendered education ineffectual.
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“The problem is not that television presents us with entertaining subject matter but that all subject matter is presented as entertaining” (87). Postman’s main concern does not rest in the, “...Junk entertainment” (159) shows, but when the programs take the seriousness out of a subject matter. Worse yet, “The problems come when we try to live in them” (77). The obvious gap of discourse can be seen evident when he mentions the Lincoln-Douglas debates, with attentive audiences listening to oratory for a long period of time, while constructing arguments of both opponents claims (45-47). Soon this “Age of Exposition” (77) gave way to the “Age of Show Business” (83). Irrelevant Information found its way through the telegraph, that ultimately creates no effect on the receiver as, “Facts push other facts into and out of consciousness at speeds that neither permit nor require evaluation” (70). A variety of information does not mean all can be useful and beneficial. The public's attention shifts to photographs that are attached to a story, creating an illusion of context. “...Pseudo-context provides [no] action, or problem-solving, or change…[but] to amuse” (76). Postman reminds the audience that information will not lose
Vitamin D3 (ergocalciferol) originates from 7-dehydrocholesterol, a precursor of cholesterol when synthesized in the skin.3
Rosa was in the eleventh grade when she quit going to school to help attend to her sick grandmother and mom in Pine Wheel, Alabama. She never went back to school, she got a job at a T- shirt factory in Montgomery. She met and married Raymond Parks in 1932 at the age of 19. Raymond helped Rosa earn her
Our world is changing gradually bringing these changes into people’s daily life styles; consequently, a person’s potential to embrace these challenges and revolutionize with them has become an important factor to analyze people’s way to prepare themselves for the future. According to Gilbert Valdez, educational technology, especially computers and computer-related peripherals, have grown tremendously and have permeated all areas of our lives. It is incomprehensible that anyone today would argue that banks, hospitals, or any industry should use less technology. Most young people cannot understand arguments that schools should limit technology use. For them, use of the Internet, for example, plays a major role in their relationships with their friends, their families, and their schools. Teens and their parents generally think that use of the Internet enhances the social life and academic work of teenagers. Nonetheless, not all people has the possibility of changing towards a technological society due to the lack of personal progress through technology, and the misunderstanding of this tool is leading future professionals to become technologically dependant; in other words to rely only on technology without considering the possible consequences that it might have on future professionals development and their educational background. The overuse of educational technology has been growing over the recent years due to the emergent technological developments around the world; however, it can be solved by searching for a new balance between the uses of technology within education.
Rosa Parks was born on the 4th of February in 1913. She was born in Alabama in the city of Tuskegee . Her maiden name was Rosa McCauley. James and Leona McCauley are Rosa Parks parents. She was the oldest child. After she finished her education, Rosa Parks married Raymond Parks. When she married Raymond Park, he wanted to get more of a formal education. Due to segregation, he only had a little formal education. He thought he had enough education. Rosa Parks wanted to get more education, so Raymond Parks supported Rosa Parks. Rosa Park and Raymond Parks got the education they
Tapscott, D. (1998). Growing Up Digital: The rise of the net generation. New York, NY: Mc-Graw Hill Companies Inc. .
Vitamin D can often be obtained with two different methods. The main method is the conversion of 7-dehydrocholesterol in the skin into Vitamin D3 via sun exposure to absorb ultraviolet B radiation with a wavelength of 290-315nm (Holick 2007). The other method, is through consumption in diets through plants in the form of Vitamin D2; or fatty fishes, supplements or fortified vitamin D products in the form of Vitamin D3 (Lavie, Lee & Milani 2011). Vitamin D undergoes hydroxylation twice; first with the enzyme 25-hydroxylase to form 25-hydroxyvitamin D (Calcidiol) (Al Mheid et al. 2013). Then, Calcidiol is converted to the most active form of Vitamin D, 1,25-dihidroxyvitamin D Hormone (Calcitriol) with the help of renal 1--hydroxylase in the kidney (Al Mheid et al. 2013). Vitamin D2 and D3 are relatively similar since share the same hydroxylation pathway to produce Calcitriol (Tripkovic 2013), however, D3 has shown to have a greater influence on Calcidiol levels and thus more effective in maintaining Vitamin D health (Heaney et al. 2011).
The sunshine vitamin – Vitamin D – is formed in the human epidermis. 7-dehydrocholesterol (provitamin D3 or 7-DHC) is photolysed by ultraviolet B photons with wavelengths of 290-315nm to form previtamin D3. (Grober et al. 2013, pg 331-332) Previtamin D3 is subsequently converted into Vitamin D3 (cholecalciferol) using body heat. Extreme amounts of sunlight deactivates Vitamin D3 transforming it into inactive photoproducts so (Pilz et al. 2011, pg 576)
The use of the Internet has exploded in the past few decades, and the age of the user is swiftly declining as well (Greenfield, Patricia, and Zheng Yan). “The spread of Internet access has been described as nine times faster than that of radio, four times faster than the personal computer, and three times faster than television” (Shields, Margie, and Behrman 5). The Internet has woven itself into people’s daily lives and has really changed culture in numerous ways. It has helped make education more accessible, especially to those in developing countries. Specifically, it has brought life saving health practices and information to those who otherwise would have gone without it. Also, children who need extra help learning, like kids with special
College students in the 21st century are a part of the so-called digital generation. Technology has...
Technology affects everyone! Whether positive or negative, we are all affected, how it manifests itself into problems for youth will be studied and debated for years. Balancing technology throughout the educational process and keeping with current trends and uses of technology will affect everyone. Technology has transformed our youth’s daily and social lives. How do we measure the effects of technology on our ability to socialize or have a successful social life? Socializing is not just talking face to face, it’s our ability to interact, learn, and create original thought. Technology hindering today’s youth and their ability to socialize is affecting their capacity to read, write, and communicate. Today’s youth depends on careful considerations for the implementation of technologies. Our youth do not have the capability to convey their emotions through the use of technology, understand sadness, happiness or joy through simple text or emails. Communicating through the use of text, chat, and social network sites is lost using abbreviations and slang, inhibiting the use of the Standard English language. Using computers and hand held devices for relationships, reading, writing, and entertainment, turning them into introverted and socially inept individuals. Current trends resonating from our educational institutions to our workplace can be examples of how technology has altered the way younger people communicate. This tragedy transcends from youth to adulthood affecting the workplace. Social networking sites have begun to take hours away from employers. How do students understand ethical and moral dilemmas unless they are allowed to make mistakes and work through a particular problem? Creative and original thought needs...
Imagine someone born in the early 1900’s entering a modern-day classroom. They would likely be confused as to what televisions, computers, cell phones, and other electronic devices are. It is also likely that they would be overwhelmed by the instant access to information that the internet provides. Digital media has become a large part of people’s everyday lives especially with the rise of digital media in classrooms. Digital media is growing so rapidly that people who are not adapting to this shift in culture are falling behind and becoming victims of the “digital divide”, this is leaving people misinformed. Digital media has a large effect on the way that people communicate, this is especially evident in the way that students interact with
their dorm room or apartment is sit down at their computer and go online. They proceed to either, read their e-mail, check their online courses for new assignments, or go on one of the many communication websites or programs that are available currently to this generation. None of this would be possible without the readily available Internet access that we often take for granted. The Internet has proven not only useful for entertainment purposes, but has also dramatically changed the educational approach, for both students and educators, and the way knowledge is being obtained.
As time goes by, advances in technology will provide more and more avenues for learning by way of the computer. The Internet has opened the doors of the world and unleashed limitless possibilities in research and education. It may be only a matter of time when the classroom is brought online to all children and attending a school classroom outside the home is a thing of the past. Looking back over the last 20 years, I never would have imagined that computers would come this far and impact our lives so much. Just imagine where they will be 20 years from now.