20,000 Leagues Under the Sea Essay -- essays research papers

Twenty Thousand Leagues Under the Sea Some time ago, I decided to read Twenty Thousand Leagues under the Sea, by Jules Verne. I figured that because it was so well known it must be an extremely interesting book. In addition, it was science fiction, the one area that I was always interested. My assumption was only partially correct, for I only was to a degree interested in the piece of writing. When Jules Verne was writing this book, he must have been reading some incredibly dull science book the day before, for that was what the book was written as. The style of writing was utterly against my tastes, and though the plot was moderately interesting, the style of writing really ruined it. Often, the author will trail off describing some marine animal for pages at a time. Two entire chapters were almost entirely this! However, the setting and characters of the story seemed to be well thought out. Nevertheless, 20,000 Leagues under the Sea was an extremely tedious volume. When the story w as introduced, Jules Verne described M. Aronnax, the main character, whose love for marine biology was more important than anything else to him did. This immediately led to the international crisis about a bizarre aquatic creature, which immediately dragged M. Aronnax into the action. Due to his expertise on the matter, the public expected Pierre to be the one to solve this mystery. M. Aronnax, under all this pressure, concluded that the animal was to be called the Narwhale. At first, the mat...

Multimedia Courseware Shell Proposal Essay

A new experimental degree program, the Bachelor of Applied Business Program (BAB), was launched Spring Quarter 1994 by Continuing Education and Extension. BAB is a practitioners’ degree for the working adult student. The emphasis in the program is on learning skills and accessing information to apply to solving practical workplace problems in a rapidly changing business world. The program was developed with substantial involvement of the Inver Hills Community College, the business community in the Twin Cities area, and the University of Minnesota’s Continuing Education and Extension (CEE) unit. This is the first degree program offered by CEE, and—if successful—it will serve as a model for redefining â€Å"outreach† in the urban corridor to fulfill part of the land grant mission of the University of Minnesota. We are currently in the process of developing the course materials and selecting faculty to teach in the program for Fall Quarter 1994. Note that the three distinguishing features of the BAB program include a number of technical features, graphic elements, or applications that could be significantly enhanced by multimedia courseware: †¢ Courses are being designed with substantial involvement of area businesses to give students â€Å"hands on† experience, including leading and participating in group work; skills for managing upward and downward business relationships; storing, accessing, and retrieving information; creating and implementing budgets, operations flowcharts, schedules, and staffing plans. †¢ Learning outcomes will be specified for each course and applications-related competencies will be integrated into courses across the curriculum. These will include emphases on writing, speaking, and visual communication; using technology and information management techniques, engaging in applied problem-solving and critical thinking skills, working in teams, quality in the workplace, ethics, and the dynamics and management of a diverse workforce. †¢ Practicum/project work will also be an important aspect of the BAB curriculum and students will be encouraged to develop and maintain a portfolio of their coursework and practical experiences which can later be used as evidence of the competencies that they have developed. Our business partners stressed that the BAB upper division courses must be applied and skills-oriented, making use of interactive learning modules that model actual workplace situations. Moreover, the courses must integrate both medium and message into a fast-paced, electronically connected, multimedia learning environment that requires that students take the initiative and work on real projects with limited supervision. Project Description Under an earlier MinneMac grant the principal investigator, Elizabeth Michaels, collaborated with Deborah Henderson and Ann Douglas to create WAC (Writing Across the Curriculum), a courseware shell, for delivering instruction in writing, pharmacy, and business courses. This shell has been used extensively in the English Department since 1990, at Grace High School since 1991, and for the past two years, in five Central and Eastern European countries: Bulgaria, the Czech Republic, Hungary, Poland, and Slovakia. The major shortcomings of WAC are its lack of graphics or visual capabilities and its lack of integration with other software packages. However, if we could integrate the basic principles of text delivery that we have already developed in WAC with the capabilities of the PowerMac 7100—specifically with its AV Video, CD-ROM, and color display, we could develop a powerful multimedia component that will teach students how to manage a business â€Å"from their desktops.† Moreover, by linking to other programs, like Microsoft Projectâ„ ¢, Excelâ„ ¢, or Directorâ„ ¢, we can create a multi-functional learning tool that can be used in labs and for distance learning throughout Minnesota. The multimedia courseware shell we propose to develop will provide an innovative and easily updated method of delivering timely, practical, high quality business courses to working adults. The PowerMac 7100 which we are requesting will be used initially by the multimedia courseware development team: Elizabeth Michaels, Principal Investigator (English); Mr. Pat Lingren, Program Director (CEE); and our project consultant, William Rudel (Carlson School of Management). After the courseware has been developed and alpha tested, faculty designing the target courses will be trained in the use of the courseware shell to develop their own multimedia course modules. The project we propose, therefore, is to design an interactive, multimedia courseware shell, initially for four key courses in the curriculum. The BAB MultiMedia Courseware shell (BAB-MMC) will enable us (1) to develop multimedia case studies and (2) to create course materials which will enable students to integrate various project planning, database, spreadsheet, business graphics, and electronic mail packages with textual information in their classes. The BAB-MMC will serve two purposes: as a training tool for innovative and experimental curriculum development for BAB faculty and as a teaching/learning tool for BAB students. The following is a description of the four courses and how we will use the BAB-MMC in each of them. 1. Planning and Implementing at the Business Unit Level (4 cr.) This course focuses on creating and implementing plans such as operations flowcharts, budgets, schedules, and staffing plans at the business unit level. The BAB-MMC will integrate these flowcharts, budgets, schedules, and staffing plans as well as the presentational software for creating written and oral briefings for presenting, monitoring, and revising these plans. It will also contain strategic planning instruction and forecasting techniques. Moreover, the course will make use of multimedia case studies to give students practice in solving real logistics and planning problems. 2. Project Management in Practice (4 cr.) This course has two objectives: (1) to teach students about project management and the various tools and techniques available to the project lead in such areas as scheduling, coordinating, allocating resources, and monitoring project activities; and (2) to provide students with the opportunity to carry out a field project and put the tools of project management into practice. These projects will be carried out in teams whenever possible. The BAB-MMC will integrate into the course a number of the abovementioned project management tools which will then be used by the students in recording and reporting on their field experiences. The students will also communicate electronically with the instructor and regularly post messages to a class bulletin board as a means of communicating progress and requesting help with problems. 3. Accessing and Using Information Effectively (4 cr.) This course begins with a conceptualization of the role of information in business operations including information systems and data management. The BAB-MMC will serve as a tool for developing short case studies and exercises, which include data-based, text-based, oral, written, and multimedia elements. Students will learn to access external information for the firm through library resources, information search services, CD-ROMs, and periodicals and internal information through desktop database systems, e-mail, or computer conferencing. 4. Practicum (4 cr.) Two of the three forms the practicum could take are (1) to develop a business plan for a new venture or (2) to complete a portfolio of projects which demonstrate transferable skills from previous courses or fieldwork. The BAB-MMC will take the current course materials that we have developed for the business plan and convert them into self-study units which will integrate spreadsheet, cash flow analysis, financial analysis, and graphics packages capable of creating organizational charts and other business graphics to enhance and simplify the preparation of a complete business plan and its pro formas. The third form a practicum could take is a supervised project at the student’s workplace or at another location. For this option, the BAB-MMC will set up a course Website where the students report electronically to the instructor and other students. This will minimize the need for site visits and enable one professor to manage and respond to the individual need s of six to eight students who are enrolled in the practicum in any quarter more efficiently. Evaluation The BAB-MMC will be evaluated by the developers conducting user testing on the shell and sample modules and by instructors developing modules for their courses to determine its ease of use and effectiveness as a classroom tool. Students will be asked to evaluate the BAB-MMC as part of their regular course evaluations at the end of each quarter. We will also have two representatives of the Digital Media Center conduct an independent evaluation of the multimedia courseware shell as a teaching/learning tool. Quantitative and qualitative data will be collected.

The Long Term Effects of Child Abuse - 626 Words

When most people think of â€Å"child abuse†, the disturbing news stories of young girls being raped or sexually exploited come to mind but that’s not the only side of it. People seem to only consider physical abuse armful when emotional and mental abuse is just as bad, if not worse. According to the Merriam-Webster dictionary, â€Å"abuse† is defined as a corrupt practice or custom. Notice how there’s no specific type of practice or custom mentioned – â€Å"physical† does not appear once in this definition. So, why have we redefined this word to mean something that it’s not? If we believe abuse is only a physical corrupt practice or custom then something like brainwashing or verbally harassing a child would have to be considered morally acceptable, right? Wrong. People often overlook emotionally abused children simply because a visible scar isn’t left behind. But child abuse is the violation of any factor of a childs innoc ence and of the most common examples of child abuse is the indoctrination of children into religion. Now don’t get me wrong, teaching a child about a religion is not harmful in any way but we should never force a child to believe something they may not agree with - that’s not fair to the children. The parents who do this are damaging their kids. A prime example of child abuse through the indoctrination into religion is shown in the 2006 American documentary Jesus Camp. The film centers around Becky Fisher’s evangelic Christian summer camp in Devils Lake,Show MoreRelatedChild Abuse And The Long Term Effects860 Words   |  4 PagesQuestion/Introduction â€Å"What is child abuse and how does it effect an individual in long term?† According to ehow.com, child abuse is defined by federal law as, Any recent act or failure to act on the part of a parent or care taker ,which results in death, serious physical or emotional harm, sex abuse or exploitation. Child abuse is really a very critical problem in our society because it has long lasting social, mental/ emotional, and physical effects on an individual. I have witnessed these effects on close friendsRead MoreThe Long Term Effects of Child Abuse1912 Words   |  8 PagesLong Term Effects of Abuse Herb was a very loving little boy, who always tried to make everyone around him happy. He would climb up in your lap at the age of two or three, and whisper in your ear â€Å"I’m your boy, but don’t tell nobody†. Growing up, Herb was an accomplished athlete, and performed reasonably well academically. As Herb reached adulthood, he always took great strides to make the people around him feel happy and special. It was not unusual to find him helping his father on the farm orRead MoreLong Term Effects Of Child Sexual Abuse1467 Words   |  6 PagesLong-term effects of child sexual abuse Child Abuse can be a fundamental reason of causing issues for children and young people in physically and mentally. The primitive damage caused by child sexual abuse effect on the child’s developing capacities for trust, intimacy, agency and sexuality so that child sexual abuse is considered as a trigger of mental health problems and increase the risk of major depressive disorder in early adulthood or throughout their lifetime. There is a fact that thoseRead MoreThe Long Term Effects of Child Sexual Abuse11950 Words   |  48 PagesTHE LONG-TERM EFFECTS OF CHILD SEXUAL ABUSE 21084661 UNIVERSITY OF WEST LONDON BSc (Hons) SOCIAL WORK HS60020E/0 Abstract Childhood sexual abuse is a serious concern that has been associated with long term effects amongst survivors. Using secondary data, this qualitative piece of research explores the long term effects of child sexualRead More Investigating the Long-Term Effects of Physical Child Abuse Essay1057 Words   |  5 Pagesestimated 905,000 children were victims of child abuse or neglect in 2006(Child Welfare Information Gateway, 2008). In 1996, more than three million victims of suspected abuse were reported to child protective services agencies in the United States (Baker, 2002). The numbers have changed and still many cases of abuse go unreported. The number of incidences of child abuse rises when the family is under stress, such as being in our economy. The effects of physical abuse can last a lifetime and are measuredRead MoreThe Long Term Effects of Child Sexual Abuse by Female Perpetrators: A Qualitative Study of Male and Female Victims955 Words   |  4 PagesDenov, Myriam S. 2004. T he Long-Term Effects of Child Sexual Abuse by Female Perpetrators: A Qualitative Study of Male and Female Victims. Journal of Interpersonal Violence 19(10):1137-1156 The research that is done in this article is exploratory. The researchers are exploring the long term effect of child sexual abuse by female perpetrators. â€Å"This qualitative study explores the experience and long-term impact of sexual abuse by women.† (Denov 1137) This is an exploratory studyRead MoreThe Long Term Effects Of Child Maltreatment On Adult Survivors898 Words   |  4 PagesPREVENTING AND TREATING THE LONG-TERM EFFECTS OF CHILD MALTREATMENT ON ADULT SURVIVORS Child maltreatment is a term that covers a broad spectrum of child mistreatment including, child abuse (physical, sexual, and emotional) and child neglect (emotional and physical). Long term effects of child maltreat vary depending on the severity of the abuse or neglect and the length of time that the child is exposed to the abuse (i.e. if it is a onetime event or ongoing chronic exposure). As Greeson, et alRead MoreThere Are Many Different Forms Of Child Sexual Abuse. Sexual1436 Words   |  6 PagesThere are many different forms of child sexual abuse. Sexual abuse can be perpetrated by a relative or a stranger. But the most common of sexual abuse is committed by a beloved relative. Ratican (1992) defines childhood sexual abuse is a sexual act performed over and over between an adult and child (1992). The effects of childhood sexual abuse can last into adulthood and effect the way that a person thinks or their outlook of life. The effect of this act has a negative impact on the psychologicalRead MoreChild Molestation Informative Speech845 Words   |  4 Pages Child Molestation Outline General Function: To Inform Specific Purpose: After my speech my audience will know what child molestation is, the road to recovery, and the obstacles along the way. Central Idea (Thesis Statement): Most people fear the fact’s of child molestation, but the truth is there is a very distinct definition to child molestation, severe effects to the child in the aftermath, and a long road to a successful recovery. Pattern of organization: Topical Outline: I. IntroductionRead MoreEssay on Child Abuse: The Epidemic That Must Cease 1443 Words   |  6 Pages Child abuse is epidemic in many countries as well as the United States. It is estimated that every thirteen seconds a child is abused in some manner: physically, sexually, emotionally or by neglect (Friedman). Each year, there are over 3 million reports of child abuse in the United States involving more than 6 million children. Child abuse can be reduced with proper education of the parents and with greater public awareness. Child abuse is the physical, sexual, emotional mistreatment, or neglect