Barriers to Adult Learners

Barriers to Adult Learners Contents (Jump to) Introduction BARRIERS TO ADULT LEARNERS Situational barriers Institutional barriers Dispositional barriers Academic barriers Employment training barrier Cultural and socio-economic barriers OVERCOMING BARRIERS TO ADULT LEARNING CONCLUSION References Introduction Courtney, S. (1989) Adult Education is an intervention into the ordinary business of lifean intervention whose immediate goal is change, in knowledge or in competence. An adult educator is one, essentially, who is skilled at making such interventions. Who are adult learners? Adult learners are normally considered as the learners who are over the age of 25 years. They are normally referred as non-traditional students. Adult learners group has different abilities, wide range of educational backgrounds and cultural backgrounds. They have more responsibilities and experiences. In traditional education system, as soon as students finish the high school, they enrol in tertiary education. It can be a diploma or an undergraduate program. Adult learner typically doesn’t follow the traditional education system. â€Å"The adult education is also called â€Å"workforce education† (Mary Jo Self, Ed.D.) Learning is a life-long process. It starts from the very first day of life to the very last day of the life. Most of the people think that, the learning or studying happens only in school or college life. This thinking may be more from the adults. Adult learners will have many responsibilities unlike a fresh high school student. Most of the adults are full time workers and full time parents too. They always have many barriers to learn. These barriers can be divided into various categories. It can be physical barrier, attitudinal barrier or a structural barrier. It is true that adults always face some challenges that younger people don’t have to face. Some of the studies show that many adult women also face lots of barriers like early pregnancy, low socio-economic status and child care and many more as a barrier to learn. These barriers will be broadly discussed. A fundamental aspect to continuing higher education is identifying and overcoming of barriers to adult learning. The main purpose of this assignment is identifying why adults are less in learning process. In this way, I will mainly focus on the barriers to adult learning. Later in the assignment, I will try to provide some ideas to overcome or reduce the barriers in adult learning. BARRIERS TO ADULT LEARNERS A very basic aspect to continuing higher education is to identify and overcome the barriers to adult learning. â€Å"Adult learners are an increasing population in higher education. Between 1969 and 1984, the number of adults participating in education programs increased 79 percent† (Kristen M. De Vito, Eastern Illinois University). This group of students take learning as a serious work. This group of learners share are large quantity of number students learning in an educational institution. Even though, the number adult learners are increasing day by day there are many barriers for them to learn and to become successful in their life. The barriers to adult learning can be described as follows. Situational barriers Institutional barriers Dispositional barriers Academic barriers Employment training barriers Cultural barriers Situational barriers The situation barriers mostly occur with respect to a certain situation. Due a unfavourable condition in life, some adult do not want participate in learning. Sometime, these conditions make them frustration to go to an educational instate. This barrier is mostly working related or family conditions. There may be a huge number of responsibilities that one has to carry out at the same time. These responsibilities may be more important than going to an educational institute. Due to these unfavourable situations the opportunity to learn and to educate will be very much narrowed for those learners. This barrier may include: Busy work schedule: Most of the adults who are willing learn will be working to earn. Due the busy schedule in their work place, they may not get enough time to go an educational institution. Sometime, due to high living expenses, they may be working more than one place to earn. Their busy schedule may have no time to allocate for studying. The working men and women might have to face this barrier. Family and children: This barrier mainly may face to women. Most of the times, in many societies’ women are responsible for family and children especially. They have to look after children, feeding them, taking them to school or any other house works are mainly done by the women. This condition will even worm if a couple live alone because there may be no one or a few to look after the children. Men also have to face such a situation. Financial problems: Many people stop studying after the high school due to financial problems. That is the one of the main reasons why people join workforce, to earn. Most of the times, adult learners do not earn enough money to spend for their tuition fee. This is very big concern for the most of the adults who want learn and most of the people stop their learning process at point. This is one of the biggest issues that adult learners might face in Maldives. Lack of child care services: Child care centres will help people to move to jobs and as well as to study if time allows for them. But, sadly, this service is rare in many developing and underdeveloped countries. For example, in Maldives, hardly we have any childcare centre. Transportation: This is also one of the conditions that people might face. If there is a good transportation systems people can travel from home to the place of study. Unfortunately, the transportation system may not be very systematic much rural area in the world or may be expensive to travel from one place to another. In addition to above mentioned situational conditions, some other situations that put a barrier to learn are sensory or learning disability, lack of support from others like from family or employer. Institutional barriers Institutional barriers are the inconveniences faced from the educational institutions. This difficulty may be either the design of the course, method of delivering lectures or even sometimes administrative difficulties. Institutional barriers happen intentionally or unintentionally. Some of the institutional barriers include: Difficulty in paying tuition fees: Some of the educational institutes are very strict in paying tuition fees for them. Such institutions have very fixed dates to pay or a very short time line to pay the tuition fees. Due the lack of money or lack of time adult learners may face lots of barriers to pay the tuition fees. Some of the learners may quit the programmes because of this difficulty. Inconveniences faced due to improper scheduling of the programs: There are cases that institutions often offer full-time programmes for the learners. This wills a big issue for the adult learners, since they are working to earn. Attending to a full time programmes will be impossible to an adult learner. No courses are available to meets learners needs: This is again one of the obstacles that leaners might have to face. There may a very limited number of courses available in an accessible institution. There are no wide varieties of programmes available. This will cause adult learners to stop at a point. Lack of necessary qualification to enter the programme: This is again another problem that adult learners or even regular learners might have to face. Since the adult learners are mostly involving in the work skill programmes, they have to stop at this point. Most of the adult learners may not want go back and study as a traditional students so that they can gain enough qualification to enter the programme of their choice. Location: The location of an educational institute also plays an important role to participate adults in learning process. In many cases, the educational institutes are located in developed areas. This will benefit only to those who lives in that area. If we look at the Maldives, most of the adults in atolls will face this problem because almost all the tertiary educational institutions are located in Male’. Though they want study they will not have enough access because of the location. Dispositional barriers Dispositional barriers are connected with the internal or personal factors that put a barrier to learn for adults. This barrier mainly talks about the learners’ attitude to learn. Many adult learners may have negative attitude towards learning. This may be due to age factor and/or may be fewer results are made in the past studies. Of course, if a person did not make a good result in their traditional education system then then most of the people will have a negative attitude to learn in future. This will affect their psychological aspects in learning. The age factor is also an important dispositional factor that can be described as a dispositional factor. People might think they are too old to go for an educational institute. They might ignore the fact that, â€Å"learning is a lifelong process†. There are some situations where the learner might be too sick to carry out the task of leaning. â€Å"Health issues emerged from our fieldwork as a major barrier for learners and potential learners† (Peter Bates and Jane Aston, 2004) .The availability of time is also an important factor. Due to busy of an adult, they might not have enough time to attend an educational institution. The adult are full time workers, full time parents and when they join for education they become full time students too. Not everybody has potential to study with this very schedule in their life. The personal affairs like job, child and family care are more important for them than learning. There is another problem that some adults might think, â€Å"they don’t require any more education.† This may because of peer pressure or how their peers are behaving. Moreover, just after the high school, some people will get a good job which will give a decent amount of salary. This is sometime a barrier for them to come back to learn. In addition to that, inadequate language skill or not having any interest for learning are the factors that will affect the adult learni ng. Academic barriers This barrier includes the needed skills for future learning. This barrier may include the lack of language skills which are very much important in learning process. This skill actually helps to access the information of any form. If the learners cannot access the information, how they can learn. The ability to play with the numbers is also an important factor. Of course, all will understand (if they are literate) basic mathematics. But numerical skills are important for further studies. Today is the information age. Every work is done by using internet and computers. So the basic skill in information technology will be very important. Inadequate skills in computer and IT will put a barrier for some of the adult learners. If a person of academically not good in his/her childhood and teenage, then that will still remain as a barrier for them even though they want goes for higher studies. Employment training barrier These are the barrier in the work place. This may include the factor like not supporting from the employer for adult learners. Moreover, the employer will give much preference to well educated workers for giving / sending for seminars, workshops and/or any other training programmes. The less educated workers will be left over most of the times. Very often, work place, women are given less preference than male while selecting for a training programme. This might create bad impression to learn by the women. The immigrants are also given less preference than locals for training programmes. Most of the employers might think that training women and less educated people will not bring much economic welfare of the employer. Cultural and socio-economic barriers Cultural barriers are basically the barriers due to culture. In some cultures, it believe that women don’t have to go for work and as well as for higher study. The belief that girls should marry at an earlier age will almost stop the girls to go for higher studies. The socio-economic status of the society will also play important role adult learners. As discussed above, in some societies, people will get marry at the earlier and get pregnant soon. This is a big barrier for adults specially women very often. In addition to that, large families, poor economic conditions and unemployment are also barriers to adult learning. OVERCOMING BARRIERS TO ADULT LEARNING Helping adult learners to overcome the barriers is not an easy work or even not possible in some cases. The barriers that adult learners’ face will not be able to fix in overnight. To overcome the barriers, learners need long term support and working environment must need a change. Moreover educational institutes require changes in their administrative and curriculum issues. The adult learners and employers need to create close relationship. With this relationship, the employers can help the learners to learn and create a positive environment for the learners. They may provide some more free time, and also can provide study leave for the adult learners. This will encourage them to participate more in learning process. The institutions must be more flexible and understanding. Institutions have to recognise that adult learners are working people and/or looking after a family, so they cannot be compared as regular traditional learners. The rigid policies and regulations for traditional learners will not work for the adult learners. The rule and regulations must be flexible enough to meet the requirements of the adult learners. They require more help than the mainstream learners. Some flexibility with the adult learners may include, developing flexible policies on punctuality, attendance and schedule that are best suit for the learners so that adult learners can cater for their work and for their family. As mentioned above, the demography is a great barrier for adult learners to participate in learning process. To overcome this, introduction of distance learning with the technological advances can be best used. In this way, the busy adult learners do not have to attend the institute campus. â€Å"Distance learning is an excellent method of teaching adult learners because they need flexibility to contend with competing priorities† (Galusha, Jill M, 1998). They can stay at home and can study on their own. Moreover, they can contact with their lecturers via technology using the appropriate portals established by the educational institute. This will reduce the barriers to transport. This also will solve the problems of strict attendance face by the adult learners. â€Å"Adults studying online have a higher GPA than traditional counterparts† (Schreyer Institute for Teaching Excellence, 2007). Lack of information about the educational opportunities available for adult learner is a big threat for them. This threat need to be avoided so that adult learner have chance to participate in a program of their choice. For this, proper advertising of appropriate form should be selected. If all the information is available on internet, there may be many who cannot reach. Moreover, the employers can play an important role in spreading information. Just a notice for staffs will do more than we think. The barrier within the working environment should be avoided even by using rules and regulation. The employer can arrange in such a way that the leaners can be released from the work to a certain extent to attend classes. Moreover, the training programmes should be arranged in such a way that all the required employees are benefited. Moreover, to overcome the barriers the following actions can be taken: Media campaign using different media to aware and encourage about adult learning. Give more focus on breaking the barriers related with culture. The educational institutes can develop the programmes that are flexible to adult learners such evening class or part – time study programmes of flexible attendance. Flexibility in course completing time is very important. Improving child care services to look after the children so as to help the learner to spend time in working environment as well as study environment. Provide financial supports to adult learners using low interest study loans, paid leaves, or study allowances. Accept that adult learners are busy learners who have taken the decision to join to your program. Celebrate their bravery and willingness to try. CONCLUSION Have you ever wondered why adults are still looking for the opportunities to learn? They seek out and learn new knowledge and skills. But there are barriers for adult learns. Barriers are found to be situational; which are mostly family and work related issues such as looking after children, busy work schedule and lack of support from the employer and/or from the family. Barriers are also found to be institutional: in which it occurs from the side of the educational institutes such as policies and practices related with adult learners. This can be inconvenient scheduling, rigid attendance, lack of proper course or lack of financial supports due to high tuition fees. Dispositional barriers are related with attitudes of the learners such as lack of confidence, health related issues or not wanting study furthermore, and weak performance in academic areas in past. The barriers can be academic; this happens because of not enough language and numerical skills. Some cultural and religious b eliefs also put a barrier for adult learners to learn which is known as socio-economic barriers. With these barriers, the adult learners are increasing and scoring better than the traditional main stream students. So together with employers, institution and learners themselves have try to reduce the barriers to adult learning. References Ellu Saar and Eve-Liis Roosmaa (2010, 7th February): Overcoming obstacles to adult learning. Paper presented at Life Long Learning 2010 Final International Conference. Houle, C. (1996).The Design of Education(2ndEd.)San Francisco: Jossey-Bass, 41. Simon Martin (2011), Barriers to adult learning and training in rural churches, The Arthur Rank Centre Galusha, J. M. (1998). Barriers to Learning in Distance education. ERRIC Bates, P Aston, J (2004). Overcoming Barriers to Adult Basic Skills in Sussex. Falmer; Brighton: UK Medscape.com (2009), An Overview of Adult Learning Processes,  Retrieved from  http://www.medscape.com/viewarticle/547417_4 Chao, R. (2009), Understanding the Adult Learner’s motivation and barriers to Adult Learning,. Retrieve from http://www.academia.edu/ Kristen M. De Vito (2009), Implementing Adult Learning Principles to overcome barriers of learning in continuing higher education programs. Online Journal of Workforce Education and Development. Sreb.org. 2014. Who is the Adult Learner? [Online] Retrieve from, http://www.sreb.org/page/1397/who_is_the_adult_learner.html Aminath Nazeera

Building a Strategic Balanced Scorecard

The balanced scorecard has been said to be among the most important tools in business management (Kaplan, R. S (2003), PR Newswire (2003). The usage of balanced scorecard by several companies has led to increase in profitability, productivity and efficiency. The strategic balanced scorecard has been used by organizations to balance all aspects of organizational practice by providing a framework for effecting change and translating strategy into action.It has for sometime gained acceptance as a way of turning around businesses which were at one time in the brink of collapse (Kerr, D.  L. 2003). The scorecard has facilitated the translation of strategy into action (Kaplan, R. S. , and D. P. Norton 1992). In corporate organizations, is the case with Saatchi and Saatchi, the scorecard has helped many companies out of crisis. In the nineties this organization called Saatchi and Saatchi was experiencing many problems associated with poor growth.This was due to a recession that followed t he rapid growth through acquisitions in the 1970’s and 80’s. Particularly in 1995 this organization was almost collapsing due to bankruptcy.To avert the collapse the agency started with strategy reformulation and making some structural changes that began with bringing onboard new personnel at the top to the organization. Bob Seelert who formerly worked at General Foods was appointed as the new chairman and Kevin Roberts as the new chief Executive, while both the Saatchi brothers left the company. With the new leadership in place several financial goals were developed. These goals were: i. Growing the company’s revenue base better than the market. ii.Converting 30 percent of that incremental revenue to operating profit. iii. Doubling the company’s earnings per share. These goals were given as a promise of performance to the shareholders and thus had to be achieved. To achieve them, the leadership of the organization identified ways in which the goals could be achieved and in doing this it was found that all units or locations had different visions. For smooth accomplishment of the goals, all units had to have a common vision. A management tool had to be devised to help communicate and operationalize the new vision.Having a common vision was perceived to aid in achieving of one of the main objectives which was to position the agency at the top rank of the advertising industry. ANALYSIS The importance of measuring strategy and operational plans cannot be overemphasized (Green et al. 2002). After setting up financial/growth goals the company’s senior team focused and had to re-prioritize their investment plans for the different units. First the units had to be categorized according to their size in terms of the number of employees and also revenue contribution. Using the above criteria three categories were created.These were the ‘lead’, ‘drive’ and ‘prosper’. For each category different str ategies were formulated. The ‘prosper’ agency is the one with less than 50 employees and is less likely to become a huge agency. Most agencies fall into the ‘prosper’ category. The new strategic focus for this category was that units in it were expected to achieve high margins despite their failure to grow significantly. The other category is the ‘drive’ agency which is estimated to have between 50 and 150 employees. The strategy adopted for it was that it had to maintain or slightly grow its revenue base, not leaving out growth in margins.The ‘lead’ agency is the one in which majority units are located and is the largest with examples being the UK, New York and China. This agency was expected to post rapid growth and also is the one where the biggest share of investment would be allocated. Apart from strategies directed to the different agency categories, Saatchi and Saatchi adopted other strategies relating to a customer perspect ive. One was paying close attention to the agency’s core client base. This strategy calls for treating the customers well in order for them to love the company i. e.to infatuate them. For this Saatchi and Saatchi came up with what they called are having ‘permanently infatuated clients’ or PIC for short. The other strategy which was encouraging employees to come up with big ideas which were referred to as ‘big fabulous ideas’ or BFIs. The BFIs were supposed to be quality ideas that could change businesses, brands and reputations to Saatchi and Saatchi’s clients. CONCLUSION The strategy for the ‘prosper’ agency of achieving high margins was possible through treating the few customers excellently i. e. making them infatuated.Also the employees in this agency were given opportunity to give quality ideas which were supported by financing from the top management. The ‘drive’ agency charged with responsibility of maintaining or slightly growing their revenue base and growing their margins also achieved their goals through being supported financially by the top management. The agency given the ‘lead’ status which comprised the largest revenue base, such as the UK, New York and China received the lion’s share of investment. As a result this category grew rapidly with the scorecard as the way through which strategy was translated into action within Saatchi and Saatchi.Key success was achieved through the absolute commitment of the most senior management that gave the required resources. EVALUATION For the case of Saatchi and Saatchi Company a set of two strategies were meshed together. These were the financial and customer perspective strategies which worked together reinforcing one another. The reasons which support this position are that in the goal of generating more revenue, more attention was paid to the clients who gave large earnings. On the other hand the goal pf converting 30 percent of the incremental revenue to operating profit was meant to finance changes in the organization.This was through encouraging employees to come up with quality ideas, by giving them incentives and rewards for quality ideas. Finally, the financial goal of doubling earnings per share was achieved through implementation of PICS’ (permanently infatuated clients) hence increasing growth and achieving high margins from clients who love and stick to the company. Also the financial goal of encouraging development of big ideas which could transform business, brands reputation of the company’s clients, was related to the customer perspective strategy. Reference:Business Intelligence: Building a Strategic Scorecard. Saatchi and Saatchi Complimentary Case Study. Available at http://www. business-intelligence. co. uk/PDFdownloads/strat_bsc/Saatchisr. pdf. Accessed on 20. 05. 07. Green, M. , J. Garrity, A. Gumbus, and B. Lyons (2002). â€Å"Pitney Bowes Calls For New Metrics : The Company Used a Balanced Scorecard to Manage Performance and Increase the Bottom Line,† Strategic finance. Kaplan, R. S. , and D. P. Norton (1992). â€Å"The Balanced Scorecard: Measures That Drive Performance,† Harvard Business Review 70(1), 71-79.Kaplan, R. S. , D. P. Norton, and M. Witzel (2003). â€Å"Great Believers in Balance: Guru Guide Robert Kaplan and David Norton,† The Financial Times, August, 11. Kerr, D. L. (2003). â€Å"Accountability By Numbers: How the Lone Star State's Auditor Introduced a Balanced Scorecard Management System,† Journal of Accountancy 195(6), 61-70. PR Newswire. (2003). â€Å"Got Leverage? September-October Issue of Harvard's Balanced Scorecard Report Explores Strategic Lock-In, Strategic IT Agility and the Balanced Scorecard,† PR Newswire, September 16, 1.

Film as Mirror in Hitchcock’s Vertigo Essay

Alfred Hitchcock’s Vertigo is a master’s class in subtle and effective filmmaking – its noirish tale of obsession and loss is considered one of his best works. This is due in no small part to the directors’ use of the various elements of film as a mirror. Hitchcock intends to create a sense of repetition and a cyclical nature to the life of the characters in the film; following Scottie (James Stewart) through his descent and ascent into madness deals significantly with themes of duality and obsession. Furthermore, the use of film as a mirror onto ourselves is made very clear in the audience’s relation to Scottie throughout Vertigo. In this paper, three instances of the film as mirror will be detailed in Vertigo, as well as how they inform the concept of film as mirror through their existence and varying properties. Metz describes film as a mirror in that â€Å"the cinema involves us in the imaginary: it drums up all perception, but to switch it immediately over into its own absence, which is nonetheless the only signifier present† (p. 250). The audience, like a child, sees themselves as an other; by identifying itself with its ‘other’ other, it can separate itself from that subject and look at the mirror objectively. In the case of Vertigo, the ‘other’ is Scottie, and look at his visage on the screen as a mirror unto itself. Thus, we can project our own feelings and insecurities onto Scottie, which helps us relate to his desperation and madness. The first scene in Vertigo that demonstrates film’s ability to hold a mirror to the individual watching it, and elicit the emotions of the character in the audience, is the first scene of the film itself. The very first shot of the film is a pair of hands desperately grasping a ladder rung in extreme close up. This connects the audience from the beginning with the desperation and fear that comes from hanging from a great height. This pulls back to reveal a shot of a cityscape, focused on the top rungs of a ladder leading to the roof of a building, as we follow the resolute climb and pursuit of a criminal by Scottie and his partner. This shot establishes the faces of the characters and establishes the stakes; the criminal is panicked, and Scottie and his partner are determined and aggressive. The next shot in this scene s a wide shot of the rooftop where the chase is occurring; the blurry, obscured background indicates great distance, and the dull blue lighting indicates dusk. Combine that with the heights at which this chase is happening, and the scene carries the same unease that is placed in the audience during this scene. The real moment of ‘film as mirror’ occurs when Scottie misses a jump and grips onto a storm drain for dear life. The point of view shot used to demonstrate Scottie’s acrophobia is the key to creating the effect of the mirror in the scene, and is one of the most famous recurring shots in the film. As a point of view shot, Scottie’s eyes become our eyes, and what he sees is reflected back at us. In this case, it is the dangerous and intimidating view of the hard, concrete ground dozens of feet below him. In order to punctuate the terror of this moment, and the fear that Scottie (and the audience) feels, Hitchcock accompanies this static shot with a simultaneous zoom in and track out. This is a camera trick used to disorient the viewer and create unease; with the threat of death from falling fully established, the film becomes our mirror to our own fear of heights. While it is exaggerated in Scottie, the film touches on our own sense of fear at this moment. The second scene in Vertigo that elicits the film as mirror conceit the most is the first scene at Ernie’s Restaurant, the one which kicks off the plot thread of Scottie following Madeleine. At first, the camera moves towards a door consisting of bright red glass; the door is a barrier, containing something forbidden. Despite this, the camera (like us) is dying to know what is inside, as Scottie wants to find and pursue Madeleine. We next fade directly to a shot of Scottie, who is clearly scanning the restaurant for her. His eyes search, and so the camera follows his search, panning around the restaurant. This movement is slow and elegant, allowing us a full view of everyone. Soon, like Scottie’s eyes presumably do, the camera fixates on a woman dressed in green, slowly moving toward her. Cutting back to Scottie, we see his eye is fixed on her as well. All of this work Hitchcock places in the scene serves to show us our own sense of voyeurism, as reflected by Scottie’s own snooping and obsession over Madeleine. Through our connection to Scottie, the camera becomes an extension of him; his search becomes our search, and we see our own search for the woman at the heart of this investigation reflected in Scottie. The smoothness of the camera movement indicates the confidence that Scottie feels in his professionalism; this mirror reflects Scottie’s subconscious desire to demonstrate his certainty and calm in the face of pressure, which matches our own. The third scene in Vertigo to elicit the film as mirror conceit is the scene that depicts Scottie’s guilt-induced nightmare after Madeleine’s apparent suicide. After an establishing shot of the city, which reminds the audience of the opening scene of the film, we settle on a close-up shot of Scottie’s face. Tossing and turning in bed, the shot is long and unflinching, remaining on his face for a long time. This gives the audience time to get accustomed to the series of flashing colors that wash over him, and to put ourselves in his place. This brings us deeper into identifying with Scottie’s guilt and curiosity-induced fever dream, which continues the varying flashes of multicolored light, as well as images of animated falling papers and leaves. After nebulous, confused walking toward a freshly dug grave, the audience is treated to a bizarre sequence where Scottie’s disembodied head falls down a tunnel, wind blowing in his hair while the colors continue to flash. Cutting in and out, Scottie’s head falls closer and closer to the audience, closing the gap between audience and character with the screen as the meeting point. By holding this deep connection with Scottie’s face the whole time, his confusion reflects ours; the surreal nature of the whole scene is just as perplexing to Scottie as it is to us. With this in mind, Scottie joins us in wondering about what is going to happen next in the events of the film, becoming the audience incarnate, reflected on the screen. Film as a mirror is showcased deeply through the character of Scottie; just as he watches Madeleine, we are watching him. Just as Scottie believes that Judy looks like Madeleine, we believe they look the same as well. Furthermore, Scottie wants Judy to become Madeleine, the woman he loved; this desire is mirrored in us. The use of mise-en-scene and a strong performance by James Stewart helps us put ourselves in Scottie’s place, and allows us to experience his paranoia, guilt, and fear of heights, among other things. Hitchcock uses all the tools in his film cabinet to help the audience identify and relate to the characters and the events within it, and allows us to identify with Scottie on a psychological level. Hitchcock’s use of surreal imagery and presentational camera tricks bring us into Scottie’s mind and see our own guilt, fear and confusion reflected within. Hitchcock’s Vertigo uses elements of mise-en-scene, cinematography, editing and acting, amongst other film techniques, to reflect the protagonist’s personality and inherent flaws onto the audience. He makes the audience viscerally feel the disorientation and fear of heights, and thus makes Scottie a reflection of the audience’s anxieties throughout the film. This makes the film succeed all the more in creating suspense and anticipation; we become the investigators and acrophobes because Scottie is the ‘other’ reflected back at us.

Chapter 12 Case Study Paypal †Going Global All Languages...

Case Study: PayPal – Going Global all Languages at a Time. 1. One of the challenges that PayPal faces now that they have managed to overcome the polylingual obstacle is finding the best way to put this functionality in the hands of the business, so that they do not have to go through IT each time. How do you balance this need for responsiveness and flexibility versus IT’s need to keep some degree of control to make sure everything keeps working with everything else? Provide some recommendations to managers who find themselves in this situation. The case presents PayPal’s move to keep all of its consumer sites updated in a certain country’s local language in order to keep up with its goal to expand into new markets across the world. In†¦show more content†¦To balance this need for responsiveness and flexibility versus IT’s need to keep some degree of control to make sure everything keeps working with everything else, PayPal should have an interconnected and collaborative group of network systems or tools so that both the business side and the IT team can join in overseeing and maintaining PayPals translation mechanism. The company can provide tools for the managers that will allow them to troubleshoot on their own for any problems that can be encountered in the future, such as language tools and content management tools. The IT team can collaborate with the management to provide language tools for managers that will oversee the PayPal website so that the business managers themselves can be know ledgeable in the translation process. They can create a tool that identifies additional words or phrases that need to be translated. 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