ICT Innovation in Accounting Education

ICT world in brisks report EducationThe study of ICT introduction in bill Education launchingWe live in the age of information and likewise needs to it for last making. There be several fields that provide information much(prenominal)(prenominal) as information and Communication Technology (ICT), account. In this paper, we investigate ICT renewal in Accounting Education that swear outs to prepare and present useful fiscal information to users.Information and Communication Technology (ICT) and Accounting EducationICT has created operative benefits for explanation. ICT networks and computer systems have shortened the lead time needed by accountants to prepare and present fiscal information to direction and stakeholders. Not simply ICT has shortened the lead time required to present financial information, further it also has improved the overall efficiency, accuracy of the information and instruction accounting for schoolchilds.1ICT has created emend opportunities to gentility accounting that help students in understand and also have shortened the lead time required to training. There are researchers that repoint pro establish impact ICT on training accounting much(prenominal) asBennett and Bennett (2003) that investigated the impacts of grasp characteristics of ICT on faculty members willingness to integrate it in their teaching. They found by that the most important component which impedes the use of engineering in higher education is not the lack of technological facilities or financial funds, but faculty members reluctance and their disbelief in the use of technology.2Medlin (2001) investigated antithetic variables which are likely to disturb teachers decisions on making use of electronic technologies throughout the teaching process. He indicated that the personal motivation is an important factor which forces faculty members to improve their teaching methods and contribute to the square uping of students by technological means.3Ma , Andersson, and Streith (2005) studied the impact of ICT on training accounting and they found out that4The student teachers perceived usefulness of computer technology had a pass meaningful effect on their intention to use it.The student teachers perceived eternal rest of use had only an confirmative significant effect on intention to use however.The student teachers subjective norm that is the possible determine of external expectations did not have any direct or indirect significant effect on their intention to use computer technology.Li (2004) studied the relation between ICT and Education at China awkward University (CAU), in which he concluded that CAU faculty tended to agree with the existence of the 5 attributes of WBDE (relative advantage, compatibility, complexity, trainability, and observability).5The researchers show independent variables that have impotent role in ICT much(prenominal) as relative advantage, compatibility, ease of use, give and demonstrability. relative advantage Relative advantage is degree which an innovation is perceived as being better than the idea it supersedes. It is often expressed in terms of economic profitability, productivity, convenience, blessedness and so on. some(prenominal) researches have referred relative advantage of an innovation as its perceived usefulness, that is the degree to which the users subjective probability that using a special system will enhance his or her productivity.6Compatibility Compatibility is degree to which an innovation is perceived as consistent with the existing values, past experiences and needs of potential adopters. Some researchers have stated that an innovation can be compatible or incompatible with cultural values, believably values, previously introduced ideas and client needs for the innovation.7 still of use Ease of User is degree to which an innovation is perceived as relatively easy to understand and use. Researchers have observed that technology users perceive a technology as user-friendly if it is easy to learn, become skillful, on the table and is controllable.8The Web as an groundwork in Accounting EducationIn generally, innovation refers to the creation of better or much than effective products, processes, technologies, ideas that affect companies, markets, goverments, indevuals and students. design generally signifies a substantial change compared to entirely new or incremental changes. design can use in varius contexts such(prenominal) as IT and Education.9The various researches have been provided that indicate profound impact ICT on student learning and also have showed role of innovation in ICT and Accounting Education. Some of these researches areKhaled Dwhawy and (2005) investigated the use of IT in doctrine Accounting in Egypt. They have indicated that their bridal of the new tools in training such as CD is highly dependent on the perceived ease of use and perceived usefulness of the tool. They suggested that there is a need for more to be done to enhance understanding of teaching accounting in developing nations in general, especially through the use of information technology.10Pugalee and Robinson (1998) suggested that technology applications have been found to improve students motivation to learn and to expand their self-confidence. With specific reference to the Web, they suggested that the Internet can provide students with a learning environment that is compatible with the way they prefer to learn.11Lebeile.S and Abeysekera (2010) investigated The Spread of ICT Innovation in Accounting Education and they have tested various dimensions ICT Innovation in major university of Sydney with independent variables. Their results proved to be significant in relation to all four independent variables relative advantage, compatibility, ease of use, result and demonstrability.12Objective of studyAn understanding of accounting concepts for students has depended to method of training. Usage IT in Accounti ng Education can help to it. Therefore, Objective of this study helps to Accounting Education on the base of ICT Innovation.Hypotheses of studyThe main hypothesis is that The Innovation attributes of relative advantage, compatibility and ease of use will be associated with accounting students intention for future use of WEBLEARN for learning purpose.This hypothesis divided to three Sub-hypotheses that investigate various dimensions ICT Innovation. Those areRelative advantage (of ICT) is positively correlated with ICT adoption in WEBLEARN.Compatibility (of ICT) is positively correlated with ICTAdoption in WEBLEARN.Ease of use (of ICT) is positively correlated with ICTadoption in WEBLEARN. methodology of the studyData of study gathered from an anonymous questionnaire administered to 30 students in an accounting unit at a major college in pune university, India at 2010. Then, we classify data on the base of relative advantage, compatibility, and ease of and by and by that we tested i t in SAS software by using mean, standard division, T-test, modify R2 and P-value.Analysis of resultingThe result of research indicate that ICT Innovation have significant impact on training accounting to students. The use ICT can help students that learn concepts, assumption and standards of accounting to ease way and quickly. The WEBLEARN used by students is to be effectiveness as a learning tool for musical theme cost of goods soled for students. This paper indicates that students who used WEBLEARN have suitable erudition about cost of goods soled than traditional tools.The qualitative data indicate mixed feelings regarding the Relative advantage, Compatibility and Ease of use as components of WEBLEARN for cost of goods soled. legion(predicate) student comments relating to the Relative advantage, Compatibility and Ease of use were effectiveness in learning. The bulk of students responses were highly positive.Table show that P-value less than a=.05 and also T-test more than 1. 96. Hence statistical tests confirm result of study.Descriptive StatisticsN=50Conclusion and Suggestion of the studyThis study test impact of ICT Innovation on Accounting Education and find out that IT can short-change important role in training accounting and help students and lecturers until happen upon to their objectives. Innovation in IT causes that trainings tools have profound impact on students. time to come research could also investigate other applications of technology in educational.ReferencesBennett, J., Bennett, L, 2003, A review of factors that influence the dispersal of innovation when structuring a faculty training program. Internet and Higher Education.eHow.com/impact of ICT on accountingLebeile.S and Abeysekera, 2010, The Spread of ICT Innovation in Accounting Education, multinational ledger of Teaching and Learning in Higher Education, Volume.22, Number.2.Li, Y, 2004, Faculty Perceptions About Attributes and Barriers Impacting Diffusion of Web-Based Distanc e Education (WBDE) at the China Agricultural University, doctoral dissertation, Texas AM University, USA.Khaled Dwhawy, E. Tooma and S.Kamel, 2005, The use of IT in Teaching Accounting in Egypt, The American University in Cairo, Communications of the IIMA, Volume.5, Issue.3.Kotler, P, 1991, marketing management analysis, readiness implementation, and control. NJ Prentice-Hall.Ma, W. W., Andersson, R., Streith, K-O, 2005, examining user acceptance of computer technology An falsifiable study of student teachers. Journal of figurer Assisted Learning, 21.Medlin, B. D, 2001, The Factors that May learn a Faculty Members Decision to Adopt electronic Technologies in Instruction, doctoral dissertation, Virginia Polytechnic Institute and State University.Pugalee D.K and Robinson. R, 1998, the study of the impact of teacher training in using net resource for mathematics and science instruction, Journal of Research on compute in Education, Issue.31.Rogers, E.M, 2003, the diffusion of inno vations (5th Ed), NY Free Press.Sentamu, F.X, 2001, Information technology, organizational culture and the performance of National pee and Sewerage Corporation, Makerere University, Kampala, Uganda.Wikipedia, the drop out encyclopedia.mht1 eHow.com/impact of ICT on accounting2 Bennett, J., Bennett, L. (2003). A review of factors that influence the diffusion of innovation when structuring a faculty training program. Internet and Higher Education, 6, 5363.3 Medlin, B. D. (2001). The Factors that May Influence a Faculty Members Decision to Adopt Electronic Technologies in Instruction, doctoral dissertation, Virginia Polytechnic Institute and State University.4 Ma, W. W., Andersson, R., Streith, K-O. (2005). Examining user acceptance of computer technology An empirical study of student teachers. Journal of Computer Assisted Learning, 21, 387395.5 Li, Y. (2004). Faculty Perceptions About Attributes and Barriers Impacting Diffusion of Web-Based Distance Education (WBDE) at the China A gricultural University, doctoral dissertation, Texas AM University, USA.6 Kotler, P. (1991). Marketing management analysis, planning implementation, and control. NJ Prentice-Hall.7 Sentamu, F.X. (2001). Information technology, organizational culture and the performance of National Water and Sewerage Corporation. Unpublished master (of Business Adm.) dissertation, Makerere University, Kampala, Uganda.8 Rogers, E.M. (2003). The diffusion of innovations (5th ed.). NY Free Press.9 Wikipedia, the surplus encyclopedia.mht10 Khaled Dwhawy, E. Tooma and S.Kamel, 2005, The use of IT in Teaching Accounting in Egypt, The American University in Cairo, Communications of the IIMA, Volume.5, Issue.3.11 Pugalee D.K and Robinson.R, 1998, Astudy of the impact of teacher training in using internet resource for mathematics and science instruction, Journal of Research on Computing in Education, Issue.31, Page.78-88.12 Lebeile. S and Abeysekera, 2010, The Spread of ICT Innovation in Accounting Education , International Journal of Teaching and Learning in Higher Education, Volume.22, Number.2, Page. 158-168.

Observe and describe two separate play activities

take grim and describe two separate undertake activitiesWhile referring to literature and track down theories, critic wholely analyse the head for the hills episodes ascertained. Play pile take many contrary forms and enkindle have various aims. Play can be solitary, in pairs, repeat, in a group and communicative among former(a) things. The aim can be simply fun, to learn physical beat put up skills, to learn to be imaginative and creative, to build teamwork, to learn communication skills and problem firmness of purpose.Studies show that all young animals revive to acquire the necessary skills for emotional state. Play has an enormous trespass on the boors development. Many believe that it is hotshot of the primary needs of a babe and is a great deal verbalise to be a peasants work (Tassoni Hucker, 2005, p. 1). It helps the electric shaver for his development inSocial skills,Physical skills,Emotional skills,Language skills andcognitive developmentPlay can be e ither structured or free. Most of the time, the structured bring in is organized by an self-aggrandising or an older peer. It is usually guided and planned, and very often theres only unity way to do it. In the meantime, free rook is often egotism-initiated which encourages the barbarian to be creative and imaginative. Play involves exploring feelings, ideas, materials, relationships and fictitious characters, making connections amidst ace hold knocked out(p) and a nonher and representing ideas, objects and environments. (Pound, 2000, p. 74)The Observations of the organize and Free Play activities took place in a physical bodyroom environment. The branch consists of twenty four children, the t to each one(prenominal)er and a training Support Assistant. This is an inclusive school and there is one child with peculiar(a) needs. At the time all twenty four children in the class were compete with the alike things. They be all girls and aged between 4 years and 5 year s. Six children were observed during these two activities. The sessions lasted between 20 proceeding and half an hour each. Photos were taken of the children foregatheracting. The person observing the children sit to the side and did not billeticipate in the play. Communication with the children was kept to a minimum and the childrens actions and well-nigh dialogue were note.Structured PlayIn Structured play activities the adult usually has a high profile role (Tassoni Hucker, 2005, p. 74) and the child has a to a greater extent passive role. The adult teaches or demonstrates to the child how the activity must be done and the child follows instructions. Very often the activity can only be carried out in one way, for example completing a foil or painting a specific art project and the children tend to be less knobbed in structured play and loose interest more quickly. b arly there are benefits in structured activities. They allow the adult to counsel childrens attention on a specific c erst epochpt, skill or knowledge(Tassoni Hucker, 2005, p. 73) and by using structured activities the adult can also ensure that the child is developing specific skills worry hand and eye coordination and fine motor skills.Observation of a Structured Play ActivityWooden scroll saw puzzles of varying difficulty were use for this activity.AimsImprove hand and eye coordination fair motor skillsAttention spanDevelop reasoning and problem solving skillsUnder provide shapes and coloursSpatial awarenessThe teacher put out a number of jigsaw puzzles for the children to choose from. The puzzles were put in the nub of a openhanded table and the children were able to choose at willing and encouraged to share and swop puzzles when defecate. The children started playing by picking a puzzle each and tipping the pieces on the table. The teacher said that this was not the depression time they have contend with these puzzles so they were confident in their actions and did not ne ed her to guide them in what they were doing. The teacher walked around the classroom superintend their play. After a few minutes of playing the children were observed reproof just about the puzzles they had picked out for themselves and commentarying about which ones were difficult and which were easy. FA and P wanted to play with the puzzle L had picked so, after a short discussion, they came to an agreement once L finished playing with her puzzle, she would give it to P to play with and when she was ready from playing with it she would wherefore pass it on to FA. This sort of talks can be described as social play since almost all(prenominal) aspect of play in a social group involves negotiation and conversation over the ownership of bikes and blocks (Riley, 2007, p. 46).TD also wanted the same puzzle so the teacher intervened and told her that she must wait for the others to finish playing with it and then it would be her turn. TD accepted this compromise and continued p laying with the puzzle she had in the beginning chosen. Although this play activity could be quite solitary with each child having their own puzzle, in reality the children were observed sharing, discussing and cooperating in their play.K was support TD and P as they had similar puzzles and some of the pieces were mixed up. She showed them which pieces fit in which puzzles and they continued to complete their puzzles following her instructions. This was a good example of scaffold where more knowledgeable others provide assistance to learners (Wood Attfield, 2005, p. 94).R and FA were playing parallel to each other without any communication at first, and then they started to talk and spliffed their play by comparing puzzle pieces and discussing the characters on them.The children played with the puzzles in a structured way for about ten minutes. shortly the play activity did not remain structured any more as one of the children started to use the jigsaw pieces in emblematical play. typic play occurswhen the child either supposes to be something that he or she is not or uses a material as something that it is not normally use for (Charlesworth, 2008, p. 73). In this case P started to pretend to eat the pieces of the puzzle she was playing with (her puzzle was of a bear). The teacher played along with this and asked her what it tasted like and P replied of a bear. She then continued with her symbolic play and feign she was baking hot the puzzle pieces in the oven. The table she was playing on took on the symbolic role of the oven and P started putting the completed wooden puzzle underneath the table.P, who seemed to be a very popular girl, took on the role of attraction and it was observed that she was very creative. Within a couple of minutes some of the other children took up the idea and R and FA started baking their jigsaw puzzles underneath the table too.P then changed the game and tried to encourage the other girls into a competition by having a race. Lets see whos going to be the fast one she said. However the other girls either ignored her or were too busy thinking about their play and nobody took on her challenge.FA changed her play. She was neither cooking nor putting the pieces in their place. She was making the puzzle pieces stand up. Her puzzle portrayed a construction site complete with battalion and machinery. She apply the pieces in a type of small world play, where the figures became characters in an imaginary world (Tassoni Hucker, 2005, p. 274). At one point FA became a spell worried as her pieces kept falling down so she asked for Ps help, who then joined in the game.After a few minutes of playing in this way, they changed their play again. This time it changed into celebratory play. This type of pretend play represents a form of celebration whether a birthday, a feast, or a holiday. In this case the two girls began to pretend that the puzzle pieces were the candles on a birthday cake. They pretended to bl ow out the candles and FA started singing the capable Birthday song while the other girls round the table R, P and K joined in. Another girl who has special needs and who was playing on other table heard the enthusiasm of the group and came to join them too.It is worth noting that just before this play occurred some older children from another class came to our classroom with pieces of a birthday cake to offer to the teacher and LSA. The teacher said that this is a common occurrence which the younger children are used to, she also said that it is a tradition for all children to begin a cake to school on their birthday and celebrate with their class friends.Free PlayAimsCommunicative skillsDeveloping the imagination and creativity own(prenominal) and social developmentVery often during free play, children imitate life situations and take part in role play. Adults can provide play opportunities and make suggestions. They can organise material and equipment as well as listen and tak e part in the play, however only if they are asked to.It is important that adults support free play or the children will bewilder the idea that free play is not as important as structured play and end up associating play with work-related activities, which destroys the whole pick up for the child (Tassoni Hucker, 2005 p. 5). Free play is also very important for the childs self esteem and for his overall development (Tassoni Hucker, 2005). This is because when two or more children are given the opportunity to self-initiate play, they will be encouraged to communicate between themselves and develop their socially interactive skills, which helps to gradually develop their self-concept. Moreover be allowed to play freely, gives them the opportunity to make decisions and choices for themselves, which enhances a positive self-esteem. Above all, communication between them leads to the increase of their vocabulary from their peers and from the adults watching or taking part in their pl ay.Usually during free play, the children concentrate longer as the play and the ideas are chosen by themselves (Bruce, 2004). Very often during the self-initiated play, children tend to play by using their imagination which includes pretending, fantasy play and symbolic play (Tassoni Hucker, 2005). In our observation, pretend play was the most common one together with the symbolic play. Fantasy play was not rehearsed in our observation. It was very chiseled that all the play was part of their life experience, what they encountered when they were at home or when they were with their mothers or other relatives. The imaginative play develops self expression as well as giving children the opportunity to explore their experiences. (Tassoni Hucker, 2005, p. 10). Sometimes this is noted when the child expresses anger or maternal care during their play.Observation of a Free Play ActivitySix girls were observed playing in the various areas of the classroom. These areas were the home cor ner, the reading area and the roleplay box area. The children used various items in their imaginative play and their role play. They moved from one play scenario to another fluidly and had no problem changing roles as they went along. They used the items in their playing areas symbolically to represent something else according to their play like a small doll used as a hairdryer. The adult observing sat to the side.The teacher told the girls that they could play wherever they wished. Some girls who were academic term at the same table got up and went to the reading area. TC pretended it was her birthday. The other girls joined her in associative play where they played with each other and came together because they shared an interest. They gave her hands from the reading area, which were symbolically changed into presents. One of the wooden puzzles that they had been playing with earlier, was turned into a birthday cake. FP went round with the puzzle pieces pretending to give cake to the rest of the girls. The girls pretended they were having a party and the teacher was invited to sit down and join in the play.The girls brought cups and photographic plates to the teacher who sat down near them. They pretended to give her all kinds of diet, the teacher took part in their play by pretending to eat what she was given and asking questions about the food, aiming to introduce new vocabulary during their play.J was mixing the imaginary food using a cup and a spoon. Then she poured it in the teachers plate for her to eat.MC pretended that it was her babys birthday party and used a book to represent the cake.MB, who was cooking, pretended to drop sauce on the teacher, who played along by pretending she was a mess and needed to get cleaned up.This comment made the girls change their play. While the teacher sat on the same chair in the same place, the girls started to put cream and make up on her slope. Glitter was also mentioned. They used Teletubby plastic toys as their tools and started styling the teachers hair.J imagined having a hair dryer in her hand and styled the teachers hair while making a humming sound. Another girl associated a toy in the box with the play scenario and got a toy hairdryer and started doing the same motions.In the meantime C and FP went to the library area where they found a large plastic box and sat in it pretending it was their cot. They imagined they were babies, and one of them said Trid tirrabja mieghi? Int il-mummyMB pretended to put nail polish on the teachers nails and then she started painting the teachers hand. The teacher explained that during the school bazaar, which was held the month before, some children were allowed to have their face multi-coloured and other parents preferred that their children have just their hands painted instead of their face, so that is what this girl was doing to her teacher using the Teletubby toy as her tool.At the same time MC and TC were playing repair and patient. MC wa s lying on two chairs while TC was checking her back with a toy toaster which she symbolically used as a medical instrument.During the observation it had been noted that during free play the students were playing imaginatively and preferred using the provided toys symbolically rather than using them with their original play intentions like the teletubby toy cosmos a hairdryer and the toy toaster being a medical instrument.The estimate of a birthday celebration was observed in both the structured and free play activities. The children were fascinated by the festive environment the gifts, the food and above all the cake. They were engrossed in their pretend play and the teacher could use this to great advantage by planning learning activities around this idea. The teacher could use the birthday theme and provide many opportunities for literacy, numeracy, creative and social skills. She can do this by preparing activities such as painting, story telling, encouraging children to write cards to each other, as well as preparing the classroom environment to suit her purpose.

Beauty In The Bluest Eye English Literature Essay

Beauty In The Bluest Eye position Literature EssayToni Morrisons novel, The Bluest Eye is a great read that reflects racism in a different federal agency. Racism is usually understood as a class being oppressed or discriminated by another. However, in The Bluest Eye racism has been approached in a real unique way. The characters in this novel argon subjected to internalize a station of values that argon taught from their descendants and are fragmented. The black community in the novel has certain white standards of beauty, judging Maureens light skin to be beautiful and Pecolas sullen skin to be piteous. Giving a rise to Pecolas obsessive propensity to have the Bluest Eyes.In this book The Bluest Eye by Toni Morrison, beauty seems to be necessary to have happiness. Especially when it comes to Pecola Breedlove, Pecola and her entire family was seen as ugly, in fact the exact wording from the book is relentlessly and aggressively ugly. Pecolas unhappiness with her looks had h er oftentimes wishing she could disappear. Letting herself breathe easy now, Pecola covered her head with the quilt. The ramble feeling, which she had tried to prevent by holding in her stomach, came quickly in spite of her precaution. There surged in her the desire to heave, precisely as unendingly, she k tonic she would not. Please, God, she talk into the palm of her hand. Please make me disappear. She squeezed her essence shut. Little lift offs of her consistency faded away. Now slowly, now with a rush. Slowly again. Her fingers went, one by one then her arms. disappeared all the way to the elbow. Her feet now. Yes, that was good. The legs all at once. It was tall(prenominal)est in a higher place the thighs. She had to be real still and pull. Her stomach would not go. But at last it, too, went away. Then her chest, her neck. The face was hard, too. Al approximately done, almost. Only her tight, tight eyeball were left. They were always left. Try as she might, she coul d never wedge her eyes to disappear (pg 13). This part of the story is very clear to me there is a time in every childs life when they wish they were invisible.Society today as strong as in the mid-forties has placed standards in which beauty is mensural up to a lot of people have a hard time separating themselves from societys standards of beauty. severally somebody is beautiful in their own way each persons eye has its own idea of beauty. This story takes places in the 1940s but the issues reflected in it still go on presently today.In the beginning of the book the symbol of beauty is Shirley Temple, a young lady with comfortable curls, wild blue yonder eyes and a bright smile. Freda and Pecola love Shirley, yet Claudia on the other hand despises her. Claudia dislike for Shirley Temple is so strong that she dislikes anyone that remotely looks like her. While on the other hand Pecola loves Shirley Temple so much that she drank 3 pints of milk over a 24 hour period just to lo ok at Shirleys image on the cup. Claudia and Pecola are two little girls that are so much alike but so different. Claudia at her young age despises the image that Pecola considers beauty so much to a point where she destroys dolls which remind her of this beauty. Pecola is so intrigued with blue eyes and their concept of beauty, that she purchases Mary Jane tooshiedy with the blue-eyed blond girl on the outside. Pecola thinks that by selecting this glass she go forth feel closer to the little girl pictured on the candy. Throughout the book Pecolas desire to have blue eyes sets her up on a path of destruction. Pecola longs for blue eyes, she thinks, .if those eyes of her were different, that is to say, beautiful, she herself would be different (46). Pecola in her mind believes that if she has blue eyes she will be considered beautiful, and will be liked. She is constantly praying to have blue eyes. intimately of us have felt the feelings that Pecola had, it may not be who has the bluest eye like in the 1940s, but today we have our own set of beauty standards. In today society its all about who has the most money, or who is the skinniest, and if you are not rich, there is some program you can purchase to teach you how to become rich, and a doctor that can get you skinny instantly. In todays society television is the main source of the misconception of beauty. In the 1940s it was things as simple as a piece of candy or a doll. Pecola as a young girl fierce victim to these misconceptions.In this book the Breedlove family was outside. Claudia indicates in the story that if a family is considered outdoors it was a real terror of life. The Breedloves were described as aggressively ugly. after(prenominal) reading this book, the Breedloves were not actually ugly in appearance. Their beliefs and actions are what make them ugly. The Breedloves became victims of their environment and all have some type of dysfunction. When a person hears or sees something long enoug h it becomes a earth. Everything around the Breedloves pointed out ugly in them. It began for Mrs. Breedlove at the movie theater, when she lost a tooth from then on she gave up on her outward appearance. Cholly Breedloves problems began when he was a child and was offend by the police while having relations with a female in the bushes. The humiliation he felt made him have a despise towards woman and himself which he expressed by drinking heavily, beating his wife, and raping his daughter. Each family member had a destructive attitude. Sammy expressed himself through bursts of murderous ramp aimed at his father. Pecola stayed hidden.Pecolas desire to want blue eyes is more than a result of her story. It is from hundreds of years of racial tension. Pecolas inability to deal with the real arena brought on mental illness and caused her to create a false reality where she has invented a friend. Together they would walk the streets and vacant lots and discuss Pecolas new blue eyes. Toni Morrison did a great job writing this book, this novel is very visual, at times I could smell the marigolds, or picture the Breedloves in battle. There is one thing that is very obvious from this novel, the tragedy cognize as Pecolas life.

Disney Movie Analysis: Lady and the Tramp

Disney Movie Analysis noblewoman and the set outZeinab Kobeissi considernoblewoman and the Tramp is a Disney cartoon considered one of their classics and based on Disneys conventional plot which circles around both main protagonists comprised of the demoiselle in distress, Lady, and the hero who comes to her rescue, Tramp. This es read aims to examine reinforced stereotypes, defects and certain roles that atomic number 18 portray through characters in The Lady and the Tramp, while alike discussing the puzzle out and the insights of the protagonists in the cartoon.Keywords Hollywood, Disney, misrepresentations, stereotypes, stigmasLady and the Tramp on that point is a very classifiable Disney scenario that is present in Lady and the Tramp. There is always a damsel in distress that needs to be rescued, and in this special(a) animation it is a Cocker Spaniel called Lady, that is owned by a marry couple that lives in a wealthy suburban region, and is kinda pampered. She is a good-looking womanish dog with big inviting eyes, extensive and thick eyelashes and a prep are coat. She is comparable to other Disney female characters like the little mermaid, Cinderella, century White, etc. because she embodies the stereotypical beautiful and attractive female.For every damsel in distress there is always a hero ready to scavenge her. The hero here is called, Tramp a free spirited ladies man. Surprisingly, he doesnt fit into the traditional male hero role when it comes to his mien (a street dog) but, like all heroes, he ends up winning the females amount of money and they live happily ever after together. fit in to Disneys Dolls article, archetypal Disney characters who are generally young females are in their nature happy and remain in suspended animation awaiting a man who would give them a life of adventure and meaning (Kathie Maoi, 1998). Here, Tramp rescues Lady after she is attacked by dogs that pursued her when she escaped from her fosters crime sy ndicate. Lady was under the care of Jim Dear and Darling, right until Tramp came along. Although Lady is non a human, she is nonetheless(prenominal) created with some makeup on, shaped eyebrows, long feminine eyelashes with big blue eyes and flowing hair groomed and physically taken care of, unlike Tramp. Her speech is also quite refined and reflects a rather high status as a dog. Lady is purely a nonher version of other Disney female characters that are repeatedly depicted as dependent, powerless damsels that fall into danger and pack a male hero to save them from the trenches. (TV Tropes, n.d).The plot of the flick itself is not as complex as other Disney animations since here there are no actual villains but instead situations that simply oppose the two protagonists, like Aunt Sarah (the temporary foster) and the dog catchers. It is still however, a report card centered on love and romance, highlighted in images like when Tramp invited Lady out for on a date at an Italian r estaurant and they ended up kissing, and when he eventually won her heart by attacking the rat at the end. The animation in its core is around different from other classical Disney movies since all the falling characters are dogs. The backing characters are the siamese cats and the two human men Tony and Joe, the Italian proprietor/manager and chef. It still however presents characters that are charged with Asiatic, Mexican, Russian and Italian stereotypes.The Siamese cats in the movie, Si and Am, are represented with clichd Asian manners of speech and typical slanted eyes. Their personalities are quite crooked and cunning, always plotting and do not have the best of intentions. They unconstipated trashed the houses living room where Lady was living, attempted to devour the favorite fish, and even put the blame on Lady for the clutter that they themselves caused. Siamese cats in their nature however, are in reality quite affectionate, reliable, and friendly, so their acc epted characteristics were not reflected, but instead presented under false stereotypes of Siamese cats and of cats in general (Pet waving, n.d). Lady and the Tramp was released soon after the Korean war furtheste ended and stereotypes of Asians were very widespread in the states, which explains the hidden implication of the Siamese cats.There is also the Chihuahua, Pedro, who lives in the dog pound and of course, has exaggerated Mexican traits and features. He is given a heavy Latino accent and actually says that he is in the country illegally. He appears only in the burst where Lady is taken to the dog pound after she is caught, and he is doing naught except sitting in a pile of straw throughout the entire scene. He only says two lines in the whole movie pardon me, amigo. What is this chili heel? and my sister Rosita Chiquita Juanita Chihuahua, I ideate, both indicating the typical Mexican stereotypes of them having long names and being uneducated, evidently generalizing and misrepresenting (Pierre, 1999). These are among the standard stereotypes of Mexicans that are still evident today, continuously they are portrayed as illiterate criminalslazy, dirty, and physically unattractive (Holder, 2012).There is also Boris, a Russian wolfhound that has a heavy Russian accent and is seen as the philosopher and sound thinker in the dog pound scene. Here there is more of a unequivocal stereotypical representation of Russians that indeed portrays how Russians were once the heart of European philosophy, but is still a stereotype nonetheless. As a matter of fact, it was refreshing to see a constructive portrayal of Russians as they are often linked to the Mafia in American media (Ferguson, n.d.). There are also Toni and Joe who work at Tonis restaurant, where the Tramps took Lady for their dinner party date, who are both based on predictable Italian stereotypes as being chubby and jovial people who speak in a heavy accent and always use fast hands gestures. This is also a stereotype that steered away from the expected Mafia/gang connection that is shown in mainstream media, but nevertheless does not reflect the truths of all Italians (Ferguson, n.d.). many other representations are present in this Disney movie that are not exactly grounded on stereotypes but more on stigmas and positive images. The scene of the rat creeping into the babies room at the end of the movie to goad him does not seem very credible, and there exists a repetitive stigma of rats being wicked, crafty, and filthy, regularly correlated with disease and grime (TV Tropes, n.d.). Although the rat is not given an identity or a name, it is reproduced in such(prenominal) a negative light that the audience can easily form a negative image of rats in real life. When it comes to positive images, Ladys neighbors, Jock and Trusty who are also her friends, are given positive roles that mirror true dog qualities such as outgoingness and devotion and even the obsession of burying b ones in the yard (TV Tropes, n.d.).It is safe to say that Lady and the Tramp is a typical cartoon that is full of stereotypes and monstrous beauty standards that are recurrently seen in other Disney classics. It heavily displays stereotypes that ultimately generate stigmas on particular ethnic groups like Asians and Latinos, which eventually lead to outbursts of aggression towards such minorities (Ferguson, n.d.). This warps the perceptions of such races and nationalities and even some animals, as in the case of the rat and cats as a whole, for young viewers who are exposed to these (mis)representations (Ferguson, n.d.). Lady and the Tramp is still probably a less intense version of other Disney movies that are fueled with heavy stereotypes, such as Aladdin, who rely greatly on negative stigma to vocalise images of certain groups of peoples that usually end up being very far from accurate.ReferencesFetini, A. (2009, December 9). Top 10 Disney Controversies. Time. Retrieved from ht tp//entertainment.time.com/2009/12/09/top-10-disney-controversies/slide/lady-and-the-tramp/Maio, K. (1998). Women, race stopping point in Disneys movies. Retrieved from http//www.newint.org/easier-english/Disney/diswomen-p.htmlMisener, J. (2013, March 28). Are Disney Movies Racist? BuzzFeed. Retrieved from http//www.buzzfeed.com/jessicamisener/are-these-disney-movies-racist.qjAo9v9PgPet Wave (n.d.). Siamese Cats. Retrieved fromhttp//www.petwave.com/Cats/Breeds/Shorthair/Siamese/Temperament.aspxTv Tropes (n.d.). Animal Stereotypes. Retrieved from http//tvtropes.org/pmwiki/pmwiki.php/Main/AnimalStereotypesTv Tropes (n.d.). Damsels in Distress. Retrieved from http//tvtropes.org/pmwiki/pmwiki.php/Main/DamselInDistress?from=Main.DistressedDamsel(n.b.). (2012). Disney Stereotypes. Musings of a Mediaholic. Retrieved from https//bintmedia.wordpress.com/disney-stereotypes-lady-and-the-tramp/