...Technology limits people’s availability to have face-to-face communications. For example, in Fahrenheit 451 Mildred is so addicted to technology that she no longer has time to bond with her husband and as a result of their less face-to-face communications they lose their happiness with each other. Specifically, when Montag tries to drag Mildred into reading books with him, their distance is even more apparent. Mildred is irritated, wanting to continue her daily routine of watching television, but Montag wants Mildred to be there with him as he journeys towards change and enlightenment; however, she won't. Montag even explains, “‘Nobody listens anymore. I can't talk to the walls because they're yelling at me. I can't talk to my wife; she listens to the walls. I just want someone to hear what I have to say’” (Bradbury 82). In fact, she betrays him by turning him into the fire station. She calls the alarm on her own husband and their house ends up getting torched (Bradbury 114). As a result, it is apparent they are not close and have no effect communication. Furthermore, they are so distant in fact that Mildred has more loyalty to her society than she does to her husband. Overall, Mildred and Montag both have ineffective social...
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...Technology played a major role in how the citizens within Montag’s society in Fahrenheit 451 interacted with each other and how they responded to certain situations. The same can be said for today’s society. Mildred and her friends’ relationships with their husbands and children, or lack, thereof, are key examples of the effect of technology on their correlations with others. Seashells and the “parlor walls” are also used to help the user forget about everything else around them, which is not too far from today’s reality. In Fahrenheit 451, Ray Bradbury makes comments on how technology affects relationships with others, which in turn affects how well the society functions. Mildred’s use of her Seashells― little earplugs that play a continuous...
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...Name Professor Class Date Fahrenheit 451 (word count: 1,426) The book “Fahrenheit 451” by Ray Bradbury conveys to the reader that censorship and technology can be a tool used by governments to restrict human freedoms supported by endless access to knowledge and intimate relationships. The message of the book is that censorship and technologies, without limit, will erode the nature of human freedoms experienced in a society that values access to knowledge, books, and deep thinking. The world within Fahrenheit 451 can be characterized by a population controlled by media and extreme levels of knowledge censorship. The media is the tool employed by the government and embraced by most citizens as a means of steering the group aimlessly through life; vicariously living out any lingering ambitions and motivations towards non-conformity through the characters inside the television. In an effort to stifle creative thinking, spiritual growth, resistance, and the human tendency towards a general thirst for knowledge, the government has issued legislation that makes books illegal. Books are considered a social evil due to their inherent ability to encourage individuals to question existing frameworks and think for themselves. Therefore, the society in the book lives in a world where history does not exist and the reality is constructed and delivered through the television. The book’s protagonist, Montag, represents an individual that makes a transition from a...
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...The development of technology has clearly transformed society and its routine. The evolution of technology was accurately predicted by Bradbury through descriptions included in his novel, Fahrenheit 451. Characters in the novel’s society as well as our own society experience loss of memory and destruction of relationships due to the excessive use of technology. The effects of negative influences brought by technology created distractions and caused violence to arise in both real and fictional societies. Author, Ray Bradbury, communicates his predictions regarding technology and its impacts on humanity through his brilliant novel, Fahrenheit 451. Despite the novel’s date of publication, Ray Bradbury included pieces of technology...
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...This is relevant because it allows them to resist the ‘more brilliant’, and think for themselves. In addition to Rushworth Kidder’s claim, the novel Fahrenheit 451 by Ray Bradbury helps exemplify how and why it is so important that people should read to gain wisdom, and not just for facts or enjoyment. Throughout the story, numerous details are given as to what the evolution of their world was like for the futuristic society that takes place. For example, “School is shortened, discipline relaxed, philosophies, histories, languages dropped, English and spelling gradually gradually neglected, finally almost completely ignored…” (Bradbury 53). This citation shows that as time passed, people got fatigued of the same old reading and learning. They wanted to keep up with technology, and as a result, it caused everything to expedite, and eventually their world got to where it was, which involved no reading or thinking. This relates to Kidder’s claim on why people should be taught to read for wisdom, because if they do not, the messed-up world that takes place in Fahrenheit 451, can easily happen to the current society he construes. Furthermore, when technology completely consumes the society in the novel,...
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...super-powerful computer programs devoted to snuffing out Neo and the entire human rebellion. The telephone call initiated by Morpheus prompts the police to visit Mr. Anderson’s home with the offer of deliverance and the awakening. Morpheus is known to the government as a legendary computer hacker and a terrorist. Morpheus meets up with Mr. Anderson and offers him a choice of a blue pill or a red pill. The choice that is offered will afford Mr. Anderson to either wake up in a world beyond his imagination or to continue to exist in his current state existence. The “real world” * 2. Analysis of The conversation between Morpheus and Smith, The Battle between the humans and the machines. “Human beings are a disease, a cancer of this planet Cross cutting with Neo and Trinity trying to save Morpheus, testing Neo‟s powers and the length he will go to save Morpheus. * 3. Semiotic Analysis * 4. Semiotics and Structuralism• The war between man and machines.• Humans compared to a virus.• The five...
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...Senior English Curriculum Map: 2010-2011 School Year English IV * Note: “Sacred Book List” Addendum is at the end of this document Quarter #1 August 23 to October 22 Essential Questions: 1. How do writers and artists organize or construct text to convey meaning? 2. What does it mean to be a stranger in the village? Unit Goals 1. To understand the relationship between perspective and critical theory. 2. To apply critical theories to various texts studied and created. 3. To control and manipulate textual elements in writing to clearly and effectively convey a controlling idea or thesis. Student Published Portfolios: For each of the first three quarters, students are required to complete three to four published writing portfolio products. Quarter 4 is devoted to completion of the Laureate Research Project. . Pacing: This map is one suggestion for pacing. Springboard pacing guides precede each unit in the “About the Unit” sections and offers pacing on a 45-minute class period length. Prentice Hall Literature – Use selections from Prentice Hall throughout the quarter to reinforce the standards being taught as well as the embedded assessments within the SpringBoard curriculum. QUARTER #1 SpringBoard Curriculum Pacing Guide August 23 – October 22 Standards and Benchmarks | Unit Pacing Guide | SpringBoard Unit/Activities | Assessments | SpringBoard Unit 1Literature * The students will analyze and compare significant works of...
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...The SAT Essay: Building a Repertoire of Examples The SAT essay is intended to measure your writing skills, not your knowledge of any specific subject. Therefore, the essay prompts given on the SAT must be fairly open-ended, so that anyone with a highschool education and life experiences common to all teenagers can respond to them. Most of them deal with basic philosophical, psychological, moral, or social issues. In my experience as a teacher, I’ve seen that the biggest challenge students face in writing the SAT essay is coming up with rich and relevant examples to discuss within the twenty-five minutes you’re given for the essay section. Quite often, students end up using examples that are inappropriate or superficial, or they don’t know enough about the examples they’ve chosen to write about them in detail. The way to combat this problem is to create your own repertoire of examples that you are well prepared to write detailed paragraphs about. Then, when you read the prompt you’re given on the day of the test, you can simply choose the examples from your repertoire that are most relevant to that particular topic. (Of course, this method isn’t fullproof; it may happen that you are unfortunate enough to get a topic that your prepared examples aren’t really appropriate for. If that’s the case, don’t try to force your examples to fit the topic. The process of coming up with these examples and writing several practice essays will also help you learn how to come up with new examples...
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...Дневник читателя READER’S JOURNAL Ernest Hemingway. The Old Man and the Sea (1952). Joseph Heller. Catch-22 (1961). Tennessee Williams. A Streetcar Named Desire (1959). Iris Murdoch. The Black Prince (1973). Jerome David Salinger. The Catcher in the Rye (1951). Michael Ondaatje. The English Patient (1992). Ray Bradbury. Fahrenheit 451 (1953). Ken Kesey. One Flew Over the Cuckoo’s Nest (1962). Edward Albee. Who’s Afraid of Virginia Woolf? (1962). Arthur Miller. Death of a Salesman (1949). ------------------------------------------------- ------------------------------------------------- Ernest Hemingway. The Old Man and the Sea (1952). ------------------------------------------------- ------------------------------------------------- FULL TITLE · The Old Man and the Sea ------------------------------------------------- ------------------------------------------------- AUTHOR · Ernest Hemingway ------------------------------------------------- ------------------------------------------------- TYPE OF WORK · Novella ------------------------------------------------- ------------------------------------------------- GENRE · Parable; tragedy ------------------------------------------------- ------------------------------------------------- LANGUAGE · English ------------------------------------------------- ------------------------------------------------- TIME AND PLACE WRITTEN · 1951, Cuba ------------------------------------------------- ...
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...The Walt Disney Company: A Corporate Strategy Analysis Written by Carlos Carillo, Jeremy Crumley, Kendree Thieringer and Jeffrey S. Harrison at the Robins School of Business, University of Richmond. Copyright © Jeffrey S. Harrison. This case was written for the purpose of classroom discussion. It is not to be duplicated or cited in any form without the copyright holder’s express permission. For permission to reproduce or cite this case, contact Jeffrey S. Harrison (RCNcases@richmond.edu). In your message, state your name, affiliation and the intended use of the case. Permission for classroom use will be granted free of charge. Other cases are available at: http://robins.richmond.edu/centers/center-‐for-‐active-‐business-‐education/research/case-‐network.html November 2012 "Walt was never afraid to dream. That song from Pinocchio, 'When You Wish Upon a Star,' is the perfect summary of Walt's approach to life: dream big dreams, even hopelessly impossible...
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...using the technology of today, in the classroom today The Instructional Power of and How Teachers Can Leverage Them Eric Klopfer, Scot Osterweil, Jennifer Groff, Jason Haas an Education Arcade paper The Education Arcade Massachusetts Institute of Technology Eric Klopfer, Scot Osterweil, Jennifer Groff, Jason Haas © copyright 2009 http://creativecommons.org/licenses/by/3.0 I nt r od uc ti on What is good learning? That may be a subjective question. But it’s likely that many educators would give answers that fall in the same ballpark… …students collaborating and discussing ideas, possible solutions… …project-based learning, designed around real world contexts… …connecting with other students around the world, on topics of study… …immersing students in a learning experience that allows them to grapple with a problem, gaining higher-order thinking skills from pursuing the solution… To many educators, these notions are music to their ears. Would it seem terribly strange then to hear that students indeed are doing these things regularly outside of their classrooms? While Timmy or Susie may not be running home from school saying, “What fun, deeply-engaging learning experience can we do today?”, they are engaging with new technologies that provide them with the same opportunities. Every day, many students are spending countless hours immersed in popular technologies—such as Facebook or MySpace, World of Warcraft, or Sim City—which at first glance may...
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...American Pop: Popular Culture Decade by Decade. Ed. Bob Bacthelor. Westport, CT: Greenwood Press 2009. 978-0-313- 34410-7. 4 vol. 1,604p. $375.00. Gr. 9-12. This four volume set gives students a broad and interdisciplinary overview of the many and varied aspects of pop culture across America from 1900 to the present. The volumes cover the following chronological periods: V 1. 1900-1929, V 2. 1930-1959, V 3. 1960-1989 and Vol. 4. 1990-Present. There is an Introduction for each volume focusing on the major issues during that period. There is a Timeline of events for the decade which gives extra oversight and content to the study of the period and an Overview of each dcade. Chapters focus on specific areas of pop culture (Advertising, Books, Entertainment, Fashion, Food Music and much more) supplemented with sidebars containing stories, photos, illustrations and Notable information. There are endnotes for each decade and a Resource Guide and Index. Volume 4 also contains a Cost of Products from 1900-2000, and an Appendix with Classroom Resources for teachers and students and a Cumulative Index. Students, teachers and the general reader will love sifting through the experiences of Americans as they easily follow the crazes, technological breakthroughs and the experiences of art, entertainment, sports and other cultural forces and events that influenced each generation. Reference– Popular Culture ...
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...using the technology of today, in the classroom today The Instructional Power of and How Teachers Can Leverage Them Eric Klopfer, Scot Osterweil, Jennifer Groff, Jason Haas an Education Arcade paper The Education Arcade Massachusetts Institute of Technology Eric Klopfer, Scot Osterweil, Jennifer Groff, Jason Haas © copyright 2009 http://creativecommons.org/licenses/by/3.0 What is good learning? That may be a subjective question. But it’s likely that many educators would give answers that fall in the same ballpark… …students collaborating and discussing ideas, possible solutions… …project-based learning, designed around real world contexts… …connecting with other students around the world, on topics of study… …immersing students in a learning experience that allows them to grapple with a problem, gaining higher-order thinking skills from pursuing the solution… To many educators, these notions are music to their ears. Would it seem terribly strange then to hear that students indeed are doing these things regularly outside of their classrooms? While Timmy or Susie may not be running home from school saying, “What fun, deeply-engaging learning experience can we do today?”, they are engaging with new technologies that provide them with the same opportunities. Every day, many students are spending countless hours immersed in popular technologies—such as Facebook or MySpace, World of Warcraft, or Sim City—which at first glance may seem like a waste of time, and...
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...public safety communications and interoperability through collaborative leadership. Defining Public Safety Grade Systems and Facilities Final Report 5/22/2014 Support to NPSTC provided by the U.S. Department of Homeland Security's Science and Technology Directorate, Office for Interoperability and Compatibility (OIC), and the National Protection and Programs Directorate, Office of Emergency Communications (OEC). Points of view or opinions expressed are those of the originators and do not necessarily represent the official position or policies of the U.S. Department of Homeland Security. American Association of State Highway and Transportation Officials | American Radio Relay League | Association of Fish and Wildlife Agencies | Association of Public Safety Communications Officials | Forestry Conservation Communications Association | International Association of Chiefs of Police | International Association of Emergency Managers | International Association of Fire Chiefs | International Municipal Signal Association | National Association of State Chief Information Officers | National Association of State Emergency Medical Services Officials | National Association of State Foresters | National Association of State Technology Directors | National Emergency Number Association | National Sheriffs’ Association 8191 Southpark Lane, #205 Littleton, CO 80120 Phone 866-807-4755 Fax 303-649-1844 Website www.NPSTC.org Executive Summary The term “Public Safety Grade” is...
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...The Wealth of Networks The Wealth of Networks How Social Production Transforms Markets and Freedom Yochai Benkler Yale University Press New Haven and London Copyright _ 2006 by Yochai Benkler. All rights reserved. Subject to the exception immediately following, this book may not be reproduced, in whole or in part, including illustrations, in any form (beyond that copying permitted by Sections 107 and 108 of the U.S. Copyright Law and except by reviewers for the public press), without written permission from the publishers. The author has made an online version of the book available under a Creative Commons Noncommercial Sharealike license; it can be accessed through the author’s website at http://www.benkler.org. Printed in the United States of America. Library of Congress Cataloging-in-Publication Data Benkler, Yochai. The wealth of networks : how social production transforms markets and freedom / Yochai Benkler. p. cm. Includes bibliographical references and index. ISBN-13: 978-0-300-11056-2 (alk. paper) ISBN-10: 0-300-11056-1 (alk. paper) 1. Information society. 2. Information networks. 3. Computer networks—Social aspects. 4. Computer networks—Economic aspects. I. Title. HM851.B457 2006 303.48'33—dc22 2005028316 A catalogue record for this book is available from the British Library. The paper in this book meets the guidelines for permanence and durability of the Committee on Production Guidelines for Book Longevity of the Council on Library Resources. 10 9 8 7 6 5 4 3 2 1...
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