The Little Girl Eater Evaluative Phase Essay Example for Free

The Little Girl Eater Evaluative Phase Essay I was most pleased with my own unique style and how it influenced the group to make the drama piece feel as if the audience were more part of it even though my part was not originally a very significant one it became a vital encouraging role but not overpowering contribution to the non-naturalism was probably the most noticeable as I am highly enthusiastic about performing them as it can be ridiculously surreal and still captivate the audience seriously though without the lighting it would seem inappropriate and we were supposed to have to perform without lighting or sound. I thought my narration flowed at the correct pace which is unlike my usual self as normally I rush speaking long lines and mumble which is how I normally speak anyway but I have to concentrate to speak loudly and clearly because normally people can understand when I am just talking to them because I am not talking from distance and a lot of people and I am hopeless at consciously making the effort of speaking louder. Our group created a more complex story line than we set out at first to do as we felt we were up for something hard, which created a lot more challenging all round as the narrating would have to be more detailed and precise, also the acting needs to grip the audience so that they wont miss a scene otherwise catastrophe could occur and the audience might stop watching for a couple of minutes and the rest would of have been spoilt, we also used as much of the original text as we could so that the audience had something familiar a swell as completely astray to their conception of Mirandas future or past. We targeted to create an understanding of the important subject of facing death as it comes to you, we seemed to of have achieved this well through the argument between Miranda (Played by Megan) and the ghost of Paul Mason (played by Tim), In this scene i was happy with the build up of the ever raising voices and background music because of the way it was so convincing and that the audi ence were captivated throughout more then any other scene. Jake worked the Lighting box for us and he carried it out with exceedingly high standards specially as it was his first attempt ever at lighting in a lighting box. We did not use costume in the final performance, however though we did have some good ideas such as for Paul Mason we were going to have milky blue contact lenses and white robes for an eerie appearance because he is a spirit returning from the dead, for everyone else It think it would be appropriate to have a black base with maybe a few casual accessories like hats and belts but something different for Miranda that would show that she was the only one who could see the ghost, which would of have created an effective contrast. The other groups performances were all fantastic. It was very clear that everyone contributed metaphorically heavily into their performance. I cant remember the group but I can remember that there was a marvellous exploration of the topic of finding a long lost family and the emotions that come with them; quite often trauma, confusion and recklessness. In the group consisting of Kathryn Gray, Sophie Bridges, Yannick Mitchell and Nyiesha, they had very clear non-naturalistic scenes the most effective from my point of view was their Physical theatre clocks performed by Yannick and Kathryn. Sophie Bridges probably narrated the best out of the groups as she had a lot of lines and had to spontaneously improvise which she managed so well I only realised when it was mentioned by one of their group members. My favourite performance was that of The group consisting of: Ayla Cunningham, Stephanie Dunstan And Jake Nason. All of the ideas were original and Exciting They had very slick movement between scenes with their non-naturalism. Ayla took on a challenge of taking on a demanding, authoritative role which she pulled off convincingly even if she had made one or two mistakes in her lines she covered them up well by not hesitating the slightest when correcting herself Which would normally be easy to pick up on but it almost seemed as if it were planned before hand. Luke Bacon, Tabbatha Clarke and Alfie Butler performed an almost completely improvised performance as two of their group members were missing twice in a row. their performance was great fun to watch as they had not had time to polish and improve still managing a captivating atmosphere the lighting was also timed in an appropriate manner after some difficulties at the start with a loose connection to one of the wires in the lighting box. This Unit of The Little Girl Eater has affected my way of looking at others needs and how they are sometimes more important then mine even if they seem not to be and that I should be considerate to others welfare unless they take it for granted in which case I would leave them be as they do not deserve any help what so ever. I have also found that usually there is logic beneath everything even if it seems unjustifiable. I learnt that revenge should be dealt with careful precautions and that when dealing it to consider their state of mind at the time to the state of mind they are in now, also would they change what they had done if they could? would be a good question to ask yourself, also to remember how it made you feel and that you are just as bad as them if you do to them as they have done to you.

The Ethics of Microsoft Taking on End User in China :: Piracy Technology Software Essays

The Ethics of Microsoft Taking on End User in China Background ( Microsoft vs Beijing Yadu Science and Technology Group.) The case of Microsoft Corporation ( China), Ltd. V. Beijing Yadu Science and Technology Group is considered a landmark court case in which the Beijing First Intermediate People’s Court (BFIPC) handed down its decision on Microsoft’s complaint against Beijing Yadu Science and Technology Group. The company Yadu was found to be in possession of a dozens of pirated copies of Microsoft products installed in its computer computers. 1 The case was eventually dismissed in December 17, 1999 not because it did not have merit, but rather on the technicality that Microsoft misidentified the defendant in its allegation. 1 Even though the case was dismissed on technicality, it sparked much debate among the Chinese legal community about the ambiguity within the existing law in China with regard to this matter. More significantly, it created an even more hotly debated issue about the ethics of software infringement. Introduction Software piracy in the year 2002 was estimated to have cost U.S. software companies world wide an estimated 9.2 billion dollars as a result of revenue loss. Of all the hundreds of countries world wide, China is by far the biggest contributor to this revenue loss at an estimated figure of 1.85 billion dollars. 2 Thus not surprisingly, law suits over the issue of software infringement is so prevalent in China today. In December of 1999, Microsoft, the world’s largest and most dominant software company set a new legal precedence in China in the landmark case of Microsoft Corporation ( China), Ltd. V. Beijing Yadu Science and Technology Group. The law suit caused an uproar among numerous Chinese consumers because for the first time in China, â€Å"a major foreign software manufacturer went directly after an end user for copyright infringement in China† instead of just the people who manufactures and sells the counterfeit software. 3 At first glance, it is easy for many Americans in the United States to simply say this case is nothing more than a matter of right and wrong, black and white. The obvious argument would seem to be that if you use something without paying for it, then it constitute stealing. Without a doubt, stealing is universally regarded as wrong in every country and in every culture. However, in a case such as this, we are not dealing straight forward laws.

Assessment and Rating of Learning Outcomes Essay

The assessment process is holistic, with emphasis on the formative or developmental purpose of quality assuring student learning. It is also standards-based as it seeks to ensure that teachers will teach to the standards and students will aim to meet or even exceed the standards. The students’ attainment of standards in terms of content and performance is, therefore, a critical evidence of learning. The assessment shall be done at four levels and shall be weighted as follows: Level Of Assessment Percentage Weight Knowledge 15% Process or Skills  25% Understanding 30% Products/Performances 30% 100% The levels are defined as follows: 1. 1. â€Å"Knowledge† refers to the substantive content of the curriculum, the facts and information that the student acquires. 1. 2. â€Å"Process† refers to cognitive operations that the student performs on facts and information for the purpose of constructing meanings and understandings. 1. 3. â€Å"Understanding† refers to enduring big ideas, principles and generalizations inherent to the discipline, which may be assessed using the facets of understanding. 1. 4. â€Å"Products/Performances† refers to real-life application of understanding as evidenced by the student’s performance of authentic tasks. Levels of Proficiency At the end of the quarter, the performance of students shall be described in the report card, based on the following levels of proficiency: Beginning- The student at this level struggles with his/her understanding; prerequisite and fundamental knowledge and/or skills have not been acquired or developed adequately to aid understanding. Developing- The student at this level possesses the minimum knowledge and skills and core understandings, but needs help throughout the performance of authentic tasks. Approaching Proficiency- The student at this level has developed the fundamental knowledge and skills and core understandings and, with little guidance from the teacher and/or with some assistance from peers, can transfer these understandings through authentic performance tasks. Proficient- The student at this level has developed the fundamental knowledge and skills and core understandings, and can transfer them independently through authentic performance tasks. Advanced- The student at this level exceeds the core requirements in terms of knowledge, skills and understandings, and can transfer them automatically and flexibly through authentic performance tasks. The level of proficiency at which the student is performing shall be based on a numerical value which is arrived at after summing up the results of the student’s performance on the various levels of assessment. The numerical values are as follows: Level of Proficiency Equivalent Numerical Value Beginning 74% and below Developing 75-79% Approaching Proficiency 80-84% Proficient 85-89% Advanced 90% and above What shall appear in the report card is not the numerical value, but the equivalent level of proficiency, abbreviated as follows: B for Beginning; D for Developing; AP for Approaching Proficiency; P for Proficient; and A for Advanced. At the end of the four quarters, the Final Grade for each learning area shall be reported as the average of the four quarterly ratings, expressed in terms of the levels of proficiency. The general average shall be the average of the final grades of the different learning areas, also expressed in terms of levels of proficiency with the numerical equivalent in parenthesis. Promotion and retention of students shall be by subject. Students whose proficiency level is Beginning (B) at the end of the quarter or grading period shall be required to undergo remediation after class hours so that they can immediately catch up as they move to the next grading period. If by the end of the school year, the students are still at the Beginning level, then they shall be required to take summer classes. As a matter of policy every learning deficiency should be bridged even for those students whose level of proficiency is above the Beginning level. Honor students shall be drawn from among those who performed at the Advanced Level. The total time daily does not include off-school learning experiences that teachers may require outside of school hours for the production of products and performances as evidence of transfer of learning. http://bcnhs. com/curricula/k-to-12-basic-education-curriculum/ http://www. gov. ph/downloads/2012/09sep/20120905-DepEd-DO-0073-BSA. pdf.

The Media s Actions On Domestic Violence - 1955 Words

For generations, many people have been domestically abused and their experiences justified by the media. Far too often, society seems to say that, â€Å"It was the victims fault† or, the victim â€Å"had it coming to them.† These are just some of the examples that people give to make domestic violence seem acceptable. Women and men are receiving an unfair and untold share of their story. When you are a domestic violence victim, you have to ask yourself, â€Å"Who can I tell?† That question is imperative because in our modern society, people will bend the truth in order to get what they want. Major media outlets and other publications are misrepresenting the truth about domestic violence. Rebecca Laufer, Ph.D. in Psychology, exploits the media’s actions†¦show more content†¦Generally, she is saying that the media is making it complicated for victims to confess their stories and that may be true for some victims. How do you know what the truth is wh en the news twists your words? Most domestic violence victims want to keep this type of experience to themselves. Also, Laufer says that â€Å"†¦the media is purposely undermining victims of this violent societal epidemic† (Laufer 1). The psychologist is essentially saying that not only is the media lying about domestic violence victims, but they are also exploiting victims’ traumatic experiences. Many victims cannot say much about their personal experience because it is used for news coverage and made into an embarrassing memory. Not everyone wants their personal business on television for everyone else to see, but the media does not respect society’s wishes. Overall, Rebecca Laufer believes that when the media distorts domestic violence stories, it becomes difficult to explain the truth and embarrassing to tell anyone about the experience of domestic violence. Many readers would agree with Laufers argument because she methodically exploits the mediaâ€⠄¢s lies on domestic violence coverage. For example, she says that Shift, a foundation that prevents family violence, â€Å"sheds light on some of the ways that the media could more appropriately portray cases of domestic violence† (Laufer 1). She uses the Shift to point out that there are other relevant sources that go into more