Introduction to E-learning: Types, Benefits and Strategies

Introduction to E-learning: Types, Benefits and Strategies Chapter 2. Background and Related Work Introduction During the last decade the amount of literature published in the field of eLearning has grown noticeably, as has the diversity in attitudes and viewpoints of people who work on this subject. The general background presented here with regard to eLearning includes the definition, details of different types and the concept of quality. Information quality within information systems (IS), web mining and information extracting techniques are the main areas on which supporting literature is primarily focused. However, an in-depth explanation of each branch of these research fields is outside the scope of this literature review. The literature presented here is particularly focused on the subtopics of these large research areas which are directly applicable to this research. The structure of this chapter is divided into three main parts: a general view of eLearning including definitions of eLearning, an overview of eLearning types and the concept of quality in eLearning; information quality (IQ) within ISs; and information extraction methods. Each section includes a number of subsections which address the factors that are relevant to this research. ELearning In this part of the literature review, we focus on eLearning by providing a discussion about the definitions of eLearning, eLearning types and the concept of quality in eLearning. Moreover, in this section we lay the foundation for the general concept of quality in eLearning upon which the research will be based. This section also presents a discussion about the relationships between technology, users and content in an eLearning context. ELearning Definition The term eLearning is used in the literature and in business to describe many fields, such as online learning, web-based training, distance learning, distributed learning, virtual learning, or technology-based training. During recent decades, eLearning has been defined in several instances in different ways. In any publication in the field of eLearning, it is important to ensure that the authors understanding exactly matches that of the majority of the readers, therefore, the specific definition used should be stated first. Moreover, to reach a clearer understanding of what eLearning is, in this part of the thesis we present numerous definitions of eLearning as mentioned in the literature. In general, most of the definitions of the term eLearning are used to express the exploitation of technologies which can be used to deliver learning (or learning materials) in an electronic format, most likely via the World Wide Web (WWW). Psaromiligkos and Retalis consider eLearning to be the systems which utilise the WWW as a delivery medium for static learning resources, such as instructional files, or as an interface onto interactive The previous definitions look at eLearning in general; in more detail, eLearning can be in the form of courses or in the form of modules and smaller learning materials it also could take various forms. Romiszowski takes these details into account and summarises the definitions encountered in the literature in a way that emphasises that eLearning can be a solitary, individual activity, or a collaborative group activity. It also suggests that both synchronous and asynchronous interactive forms can be engaged. Naidu also takes into consideration the differences in the forms of interaction when trying to formulate a general definition of eLearning: educational processes that utilize information and communications technology to mediate asynchronous as well as synchronous learning and teaching activities. The position adopted in this research is that eLearning entails the technology used to distribute the learning materials, the quality of these materials, and the interaction with learners. The definition of eLearning used in this research addresses these dimensions in terms of: the use of new multimedia technologies and the Internet to improve the quality of learning by facilitating access to resources and services as well as remote exchange and collaborations ELearning Types As mention earlier, eLearning takes many different forms and includes numerous types of systems. In the extant literature eLearning types are defined following two main axes: the user context (individuals, groups or a community of users) and users engagement and interactivity. Romiszowski takes these details into account and summarises the definitions encountered in the following table, which emphasises that eLearning can be a solitary, individual activity, or a collaborative group activity. It also suggests that both synchronous and asynchronous interactive forms can be engaged. Looking more deeply at the division of the forms of interactivity used in eLearning systems, there are two main types of eLearning: asynchronous and synchronous, depending on learning and teaching activities. Synchronous eLearning environments require tutors and learners, or the online classmates, to be online at the same time, where live interactions take place between them. In this context, Doherty describes an Asynchronous Learning Network (ALN) as a variety of eLearning systems which distribute learning materials and concepts in one direction at a time. Moreover, Spencer and Hiltz express ALN as a place where learners can interact with learning materials, tutors and other learners, through the WWW at different times and from different places. The focus of this research will be on a case where students log-in to and use the system independently of other students and staff members, as well as using asynchronous methods regarding learning content, quality management and delivery which fit firmly into the general definition of the asynchronous eLearning environment. Quality Concept in ELearning The definition of eLearning adopted in this thesis represents three fundamental dimensions: technology, access and quality. The focus in this research will be on quality, which is considered a crucial issue for education in general, and for eLearning in particular. This section of the literature review will discuss concepts of quality in eLearning generally, and highlight the importance of content as the most critical factor for the overall quality. Currently, there are two recognised challenges in eLearning: the demand for overall interoperability and the request for (high) quality. However, quality cannot be expressed and set by a simple definition, since in itself quality is a very abstract notion. In fact, it is much easier to notice the absence of quality than its presence. Despite efforts to reach a comprehensive, universal definition of quality in eLearning, there is still a fundamental ambiguity surrounding the issue. One position is to consider quality as an evaluation of excellence, a stance which is primarily adopted by universities and education institutions. For example, in universities quality teaching and learning are promoted as the top priority, giving less attention to criteria or measurements regarding teaching input into courses, the learning outcomes, and the interactivity with the system. Another trend is to consider the improvement in quality, where quality is improved by moving beyond the set conceptions applied, and generally moving in the direction of a flexible process of negotiation, which needs a very high level of quality capability from those involved. Furthermore, quality can be viewed and considered from different aspects. Here, the SunTrust Equitable report illustrates what they perceive to be the value chain in eLearning in the form of a pyramid. The content is the most critical factor of eLearning. Indeed, to be able to use the internet as a tool to improve learning, the content should not distract learners, but increase their interest for learning. Learning tools and enablers are also important in the learning procedure. In reality, providers of learning platforms and knowledge management systems are key in the successful delivery of content. These companies provide the necessary infrastructure to deliver learning content. Moreover, learning service providers (LSP) are the distribution channels for content providers. One of the challenges facing these knowledge hubs and LSPs is to ensure that the learners are receiving fresh content. Companies focused on educational e-tailing then complete the value pyramid of eLearning. Looking at the pyramid it can be clearly observed that content is the most critical component of learning through the internet. In a similar manner, Henry stated that eLearning is composed of three main aspects: content, technology and services, he also emphasised that content is the most significant factor. Although this thesis will focus on the quality of content delivered by eLearning as the most important criteria and the most influential in the overall level of learning quality, the specified context and the perspectives of users also need to be taken into account when defining quality in eLearning. It is also essential to classify suitable criteria to address this quality. ELearning Technology, Users and Content Although most eLearning explanations focus on the technology and not on the learning, it is important to keep the people eLearning is designed for in mind. Moreover, individual learning styles and required learning materials should be addressed first. Then a suitable electronic delivery method can be adopted. On their website (agelesslearner.com), Karl and Marcia Conner commented, in this regard, that Maybe the e should actually follow the word learning'. Henry describes the content in a way that includes all delivered materials, including the materials which are usually offered in classroom-based learning and that are tailored for eLearning, in addition to any other knowledge the developer might offer. In fact, eLearning systems are considered to be user-adaptive systems, where systems are designed to react with user performance and choices. Webber, Pesty and Balacheff express user modelling as a central issue in the development of user-adaptive systems, whose behaviour is usually based on the users preferences, goals, interests and knowledge. Moreover, they declare that a system can be considered user-adaptive when changes in its functionality, structure or interface can be monitored, in order to consider the different needs of users and, ultimately, their changing needs. In the area of eLearning Heift and Nicholson believe that eLearning systems as adaptive systems are designed to meet the diverse requirements of students who have different levels of knowledge and backgrounds [19]. There is a significant base of literature and research in the area of adaptive systems, which usually base their behaviour on user models. In more detail, Kobsa explained that the user model often depends on one user or a group of users sharing the same profile and it characterises users preferences, goals, interests and knowledge. Webber, Pesty and Balacheff notice that with regard to this point there are two main problems relating to user modelling: to identify the relevant information to be modelled and to decide which method is more suitable to apply in order to determine the relevant information about the user. In fact, personalisation plays an important role in all areas of the e-era, especially in eLearning, as stated by Esposito, Licchelli and Semeraro, where the main issue is student modelling. This is the analysis of student behaviour and the prediction of future activities and learning performance . Furthermore, Ong and Ramachandran perceive that the literature on adaptive systems shows that by modelling the learner, the human tutor and the knowledge domain of instructional content, powerful pedagogical outcomes can be obtained. Although eLearning systems are considered types of adaptive systems, the difference between the concept of the user and the concept of the student creates a fundamental problem in the eLearning area. In this context, Esposito, Licchelli and Semeraro believe that in a general web system the user is free to surf and the system attempts to predict future user steps using the user model in order to improve the interaction between the user and the system, while in the eLearning system the modelling has to improve the educational route, adapting it to the model of the student. As a result it is essential to control and to assess student browsing. The systems should not give the students absolute freedom to decide their way through the content and learning materials, rather, the system should provide a specific educational path and offer a continuous evaluation activity of student performance, towards a defined pedagogical goal. Although delivering web-based educational materials can be very useful as the same content is distributed to a number of students and can be accessed regardless of time and place, this delivery would not be beneficial from a pedagogical point of view if the students, their level of knowledge and their learning style was not known. In fact, Sanatally and Senteni observe that the widely held principle of using the web simply as a form of distributed medium for learning materials does not add significant value to the learning process. This argument leads to the conviction of the importance of developing adaptive eLearning systems. Even if adaptive systems are focused on the interaction with users and changing the course and the content dynamically with their needs, and not on controlling the set sequence of a course, eLearning can exploit adaptive technologies to build learning environments that form user-specific sequencing. Tang and McCalla use the example of the Paper Recommender Sys tem as a good example of this exploitation: the system was designed to give recommendations to students about what conference or journal papers to read, based on their level of understanding and knowledge. We can see more clearly, as suggested by Conati and VanLehn, that the aim of adaptive systems is to build precise, interactively changing models of individual student learning, in order to use them as representations of how learners are progressing within the content of the course. Moreover, Papanikolaou et al. describe adaptivity as being system-controlled and in most cases assists in: planning the content, planning the delivery and presentation of the learning materials, supporting student navigation throughout the field of knowledge and problem solving. From this, it can be deduced that learner models generally characterise learner knowledge levels on the concepts of domain knowledge, pedagogical goals and learning preferences towards diverse styles of learning materials. In this context, they suggest that the domain model should be used in parallel with the learner model to provide a structure for the representation of learner knowledge of the defined domain. Using this procedure , tailored learning materials can be distributed to specific learners to be consistent with their requirements. This corresponds with the vision of Mittal et al., who realised that by creating several broad groups into which it is possible to segment target learners, it can be ensured that the content of learning materials for an absolute beginner student is not the same for that of a student getting ready for an exam. Nowadays, most student modelling systems follow the same method, in which the systems starting point is to create a reference template for a student, thus, the expertise or intelligence encoded into the system can adapt the course organisation and content to the individual student. The use of this method to decide the style and level of content that a student should be offered, according to how students interact with the system, will lead to a more personalised learning experience. In the case of this research, the student and domain model did not entail the complexity of those built in adaptive systems; however, several of the underlying principles of available student and domain modelling techniques proved to be useful. The key issue in most adaptive systems that feature student and domain modelling is a sequence of complex data repositories that give highly precise values about student performance and completion against learning materials. The focus in this research will be on measuring the quality of the content of learning materials distributed via eLearning systems, and establishing how the student will interact with the materials, how they will be able to extract the relevant information from the content and how the context of the online materials will help students to recognise the underlying structure of the content and easily access the parts in which they are interested. This research will gather empirical evidence using online questionnaires, which can be used to directly ask students about their preferences and perspectives. Summary This part of the literature review provided a general overview of eLearning, including definitions of eLearning, a note of eLearning types and consideration of the concept of quality in eLearning. It also identified the definition adopted for eLearning in this study and considered the type upon which this research will focus. Moreover, in this section we laid the foundation for the general concept of quality in eLearning upon which the research will be based. Finally, it presented a brief discussion about the relationships between technology, users and content in an eLearning context. The next part of this chapter will discuss the concept of IQ within ISs; this will be used later on to set standards for IQ in the context of eLearning systems. Information Quality in Information Systems In this part of the literature review we will start with a brief discussion of the terms data quality and information quality, and will shed some light on the concept of IQ within ISs and how it could be defined. We will also provide a comprehensive review of the major historical developments of IQ frameworks. Data Quality(DQ) vs. Information Quality During recent years, much work has been done to build quality frameworks for IQ dimensions. In the past, research focused on DQ, but due to the recent development of internet technologies, ISs today are providing users with information, not only data. Therefore, research attention has shifted to focus on IQ frameworks. While, some researchers explicitly distinguish between the terms data and information and explain information as data which has been processed in some way, sometimes, it may be difficult to discriminate between them in practice . Still, in some studies the term information is interchangeable with data. Likewise, the term data quality is often used synonymously with information quality. Consequently, in this study, the concept of information will be used in a broad sense, which covers the concept of data. Before reviewing the researches that were conducted to formulate (data/information) quality frameworks within ISs, first we will discuss the meaning of IQ and how it could be defined. How Information Quality Could be Defined Although it is important to set standards for IQ, it is a difficult and complex issue, particularly in the area of ISs, because there is no formal definition of IQ, as quality is dependent on the criteria applied to it. Furthermore, it is dependent on the targets, the environment and from which viewpoint we look at the IQ, that is, from the provider or the consumer perspective. Moreover, IQ is both a task-dependent and a subjective concept. Juran summarises these aspects of quality in his quality definition as fitness for use. Similarly, Wang described DQ (which could apply to IQ) as data that is fit-for-use. This description has been adopted by researchers because it brings to light the fact that IQ cannot be defined and evaluated without knowing its context. Defining IQ in a contextual approach seems to be logical because quality criteria, which could be used to assess IQ, can differ according to the context. In fact, IQ is expressed in the literature to be a multi-dimensional concept with varying attributed characteristics depending on the context of the information. However, taking into account the complexity of the IQ concept and that its measurement is expected to be multi-dimensional in nature, the prime issue in defining the quality of any IS is identifying the criteria by which the quality is determined. The criteria result from the multi-dimensional and interdependent nature of quality in ISs, and are dependent on the objectives and the context of the system. Thus, it is common to define IQ on the internet by identifying the main dimensions of the quality, for that purpose IQ fr ameworks are widely used to identify the important quality dimensions in a specific context, these dimensions can be used as benchmark to improve the effectiveness of information systems, as described by Porter. Information Quality Frameworks Today, for any IS to be judged successfully it has first to satisfy additional predefined quality criteria. An eLearning system is a special type of IS so it is important to examine the literature relating to the traditional IS success models and the proposed quality frameworks, in order to test the possibility of extending these success models to identify eLearning content quality criteria in an eLearning context. Much of the work done in IS success has its origins in the well-known DeLone and McLean (DM) IS Success Model.This model provided a comprehensive taxonomy on IS success based on the analysis of more than 180 studies on IS success and it identified over 100 IS success measures during the analysis. It established that system quality, IQ, use, user satisfaction, individual and organisational impact were the most distinct elements of the IS success equation. In a later work, the authors confirmed the original taxonomy and their conclusion, namely that IS success was a multidimensional and interdependent construct. Their model makes two important contributions to the understanding of IS success. First, it provides a scheme for categorising the multitude of IS success measures that have been used in the literature. Second, it suggests a model of temporal and causal interdependencies between the categories. The updated model, which was proposed in 2003, consists of six dimensions: Information quality, which concerns the system content issue. Web content should be personalised, complete, relevant, easy to understand and secure. System quality, which measures the desired characteristics of a web based system such as usability, availability, reliability and adaptability. Service quality Usage, which measures visits to a website, navigation within the site and information retrieval. User satisfaction, which measures users opinions of the system and should cover the entire user experience cycle. Net benefits, which capture the balance of positive and negative impacts of the system on the users. Although this success measure is very important, it cannot be analysed and understood without system quality and IQ measurements. In their model, DeLone and McLean defined three main dimensions for the quality: IQ, systems quality and service quality. Each one has to be measured separately, because singularly or jointly, they will affect subsequent system usage and user satisfaction. In 1996, Wang and Strong proposed their DQ framework, which will be discussed in more detail in the following section. In their framework they categorised characteristics/attributes in to four main types/factors: intrinsic, accessibility, contextual and representational. This method of categorising IQ factors and attributes proved to be a valuable methodology for defining IQ. Lately, several quality management projects in business and government have successfully used this framework. After Wang Strong DQ framework, diverse research efforts were spent in order to identify IQ dimensions in deference contexts. Although these frameworks varied in their approach and application, they shared some of the same characteristics concerning their classifications of the dimensions of quality. In 1996, Gertz focused on finding possible solutions for the problems regarding modeling and managing data quality and integrity of integrated data. H proposed a taxonomy of data quality characteristics that includes important attributes such as timeliness and completeness of local information sources. While Redmans work aimed to set up practical guidelines to analyze and improve information quality within business processes, h proposed a number of quality attributes grouped into six categories: Privacy, Content, Quality of Values, Presentation, Improvement and Commitment. In the same year, Zeist Hendricks identified 32 IQ sub-characteristics grouped in 6 main IQ characteristics which covered functionality, reliability, efficiency, usability, maintainability and portability. Unlike general purpose IQ framework, in 1997 Jarke proposed a special purpose framework where he used the same hierarchical design established by Wang Strong. He defined IQ criteria depending on the context and requirements for specific application; Data Warehouse Quality (DWQ). In his framework, Jarke linked each operational quality goals for data warehouses to the criteria which describe this goal. The main defined criteria are accessibility, interpretability, usefulness, believability, and validation. In 1998, Chen gave a list of IQ criteria with no special taxonomy. He, however, proposed a goal-oriented framework focusing mainly on time-oriented criteria such as response time and network delay. One year later, Alexander Tate proposed their framework for IQ IN Web environment. This framework consisted of 6 main criteria; authority, accuracy, objectivity, currency, orientation and navigation. In the same year, Katerattanakul Siau adapted Wang Strong DQ framework to propose their four categories IQ framework of individual websites. Furthermore, Shanks Corbitt recommended a semiotic-based quality framework for information on the Web. This framework includes four semiotic levels. Syntactic level to insure that information is consistent whiles the Semantic level focuses on the information completion and accuracy. Pragmatic level is the third level which covers the usability and the usefulness of the information. The forth level is the social level ensures information understandabil ity. Within their framework there are 11 quality dimension distributed within the identified levels. Dedeke in 2000 developed a conceptual IS quality framework that includes 5 categories; ergonomic, accessible, transactional, contextual and representational quality. Each category consists of number of quality dimensions such as; availability, relevancy and conciseness. Whilst Zhu Gauch described 6 quality metrics for information retrieval on the web; these are availability, authority, currency, information-to-noise ratio and cohesiveness. Leung adapted Zeist Hendrickss quality framework in 2001 and applied it to Intranet applications. He defined 6 main IQ characteristics; functionality, reliability, usability, efficiency, maintainability and portability. Each quality characteristic in the proposed framework includes numbers of sub-characteristics. Several research in IS quality were undertaken in 2002, Eppler Muenzenmayer suggested two main manifestations for their proposed framework; content quality and media quality. The content quality is focused on the quality of the presented information and it consists of two categories; relevant information and sound information. Whereas media quality is focused on the quality of the medium used to deliver the information and it includes optimized process category and reliable infrastructure category. Each category in the framework contains number of quality dimensions. Khan categorised IQ depending on the context of the system. The framework divided IQ into two main quality types; product and service quality. Moreover, it divided these two types into 4 quality classifications and each classification into number of quality dimensions. The quality classifications are sound information, useful information, dependable information and usable information. In addition, Klein conducted a research in the same year to identify five IQ dimensions chosen Wang Strongs DQ framework to measure IQ in Web context; accuracy, completeness, relevance, timeliness and amount of data. Mecella also proposed an initial framework for quality management in Cooperative Information System (CIS). This framework includes a model for quality data exported by cooperating organizations and the design of an infrastructure service and improving quality. More recent, in 2005 Liu Huang mentioned 6 key dimensions for IQ; source (focused on information availability), content (focused on information completeness), format and presentation (focused on information consistency), currency (focused on information currency and timeliness), accuracy (focused on information accuracy and reliability) and speed (focused on how easily information is downloadable). Besiki et all introduced in 2007 a general framework for IQ assessment. This framework consists of a comprehensive taxonomy of IQ dimensions, and provides a straightforward and powerful predictive method to study IQ problems and reason through them in a systematic and meaningful way. Lately, Kimberly et all presented in 2009 a model for how to think about IQ depending on the application context; they identified number of common IQ metrics. Kargar Azimzadeh also presented an original experimental framework for ranking IQ on the Web log. The results of their research revealed 7 IQ dimensions for IQ in Web log. For each quality dimension, quality variables associated coefficients were calculated and used so that the proposed framework is able to automatically assess IQ of Web logs. In the same year Thi Helfert conducted a research aimed to propose a quality framework based on IS architecture. In their research they identified quality factors for different construct levels of IS architecture. Moreover, they also presented impacts amongst different quality factors which help to analyze the cause of IS defects. In this part we gave a brief review of the researches conducted to formulate (data/information) quality frameworks within ISs. However in the next section we will focus on Wang and Strongs DQ framework as we will use it as a base for this research to measure IQ in eLearning systems along the dimensions of the framework. Wang and Strongs Data Quality Framework Wang Strongs DQ framework, one of the most comprehensive, popular, remarkable and cited DQ frameworks, was established by Richard Wang and Diana Strong in 1996. Their framework was designed empirically by asking users to give their viewpoints about the relevance of the IQ dimensions to capture the most important aspects of DQ to the data consumer. In their framework, Wang and Strong classified quality dimensions into four groups: Intrinsic DQ: refers to the quality dimensions originating from the data on its own. This aspect of quality is independent of the users perspective and context. Contextual DQ: focuses on the aspect of IQ within the context of the task at hand. In this group, the quality dimensions are subjective preferences of the user. Contrary to the first group, DQ dimensions cannot be assessed without considering the users viewpoint about their use of provided information. Representational DQ: is related to the representation of information within the systems. Accessibility DQ: refers

Singapores education policies are largely influenced by the need to compete :: Economics

Singapore's education policies are largely influenced by the need to compete in a global economy. Do you agree? Explain your answer. a) Singapore's education policies are largely influenced by the need to compete in a global economy. Do you agree? Explain your answer. [12m] I agree to a large extent. Ever since Singapore gained independence in 1965, Singapore's education policies has played a crucial role in the economic progress and social changes of the country, and more importantly, the raising of Singapore's standing on the global stage, in terms of both economic might and international recognition. During the early years of independence, Singapore's main priority was to deviate away from entrepot trade into manufacturing and industrialisation so as to improve the economy, and at the same time solve the problem of unemployment. As a result of this move towards industrialisation, the Singapore government had to prepare students for entry into the workforce by equipping them with the necessary skills. As such, technical education was introduced for the first time in secondary schools in 1969, where all boys and 50% of the girls had to take technical subjects such as woodwork and metalwork. In addition, technical schools and vocational institutes were set up to provide training in areas such as electricity, electronics and metalwork. Existing institutions such as Ngee Ann Technical College and Singapore Polytechnic were expanded to include courses in similar fields of study. The government also encouraged the study of English as a first language, as they realised that the English Language held the key to better jobs and a better economy as it allowed access to western knowledge and technology, which during that time was one of the most, if not the most, advanced in the world. From this, we can see that even in the 1960s and 1970s, Singapore's education policies were already tailored to allow Singapore to be able to compete in a global economy, by expanding the manufacturing industry through the equipping of the workforce with the necessary skills, and improving communication with the rest of the world through the introduction of English as a first language, allowing Singapore to take advantage of Western technology and knowledge and hence put her in a better position on the global stage. The advent of the 21st century has brought a whole new set of challenges to Singapore, and Singaporeans thus have to learn to be more resourceful and self-reliant in order to survive, live long and prosper in the more competitive global economy. In the past decade, the world has seen rapid growth of the Information Technology (IT) industry - this has resulted in widespread use of computers and the

James Bond: Standing the Test of Time Essay

My fellow film enthusiasts, just like the contemporary version of this iconic drink, the core formula of any Bond film can be seen as a ‘shaken not stirred’ concoction of girls, guns, gadgets and villains all revolving around the essential main character, James Bond. Like the classic martini it is this formula which has been, when necessary, enhanced and refined to represent changing societal values, attitudes and beliefs from 1962 to present. This ability to sustain the longevity of the franchise by appealing to contemporary audiences is why Bond can be seen to stand the test of time. The evolution of films throughout the franchise can best be illustrated when examining two Bond movies which are more than four decades apart; Sean Connery’s 1964 Goldfinger, and Daniel Craig’s 2006 Casino Royale. These films specifically highlight two main elements of the Bond formula; the character portrayal of James Bond and the depiction of women in society and how they have evolved to suit the taste buds of the particular time. The most obvious, yet fundamentally important aspect of the Bond franchise is the construction of 007 himself, James Bond. The construction of Bond is a complex fabric, sewn with puns and audaciously graceful remarks, then taken and intricately fused with his uncompromising skills as an ‘MI6 assassin’. These traits portray him as a hero who provides a level of escapism, while still being implicitly understood by contemporary audiences. In Goldfinger, Connery’s handsome, resourceful and collected Bond flagrantly dismisses women when he has to attend to ‘man talk’. He must also ironically resort to physically restraining himself from indulging in any sexual temptations. This era of film strongly appealed to viewers who were looking for a respite from the pseudo-American toughness which was obligatory to male protagonist films of the 1960s, characterised by such movies as Clint Eastwood’s Dirty Harry and Paul Newman’s Cool Hand Luke. We again see Bond’s tongue-in-cheek humour when he retorts â€Å"I must be dreaming† after being introduced to Goldfinger’s personal pilot Pussy Galore. This inability to refrain from speaking a man’s ‘inner monologue’ and his failure to accept Galore is unaffected by his charm, is characteristic of a man who is a product of a pre-feminist society. Bond is a man who audiences are willing to accept can engage the problems of the world, can seduce any woman along the way, and win. Turn the clock forward to Casino Royale in 2006 and we find the birth of a new sophisticated, masculine yet emotionally vulnerable Bond. Craig transforms Bond into a man who has lost none of the wit, pithy comebacks or refined repertoire found in the Connery Bond. He is however no longer the emotionally detached killer depicted in Goldfinger. By 2006 he is a man who wears the burdens of his actions. Bond is repeatedly subjected to the strict, almost dictatorial command of females such as M.  Threatened to have his status of ‘00’ revoked and plainly exposed by M, where she states â€Å"utter one more syllable I’ll have you killed† Bond is displayed as almost a ‘liability’ to the British secret service. He is portrayed as a man who is driven to play by his own rules, yet still cautiously walks the line of bureaucracy; arguably a modern day J. Edgar Hoover. Upon meeting Vesper Lynd, the leading Bond girl of the film, Bond immediately engages her in hyper-critical verbal parry where each person attempts to uncover emotional experiences from the other’s past. Their critical conversation reaches its climax when Bond replies â€Å"you’re not my type† to which Vespa retorts â€Å"smart† â€Å"single†¦Ã¢â‚¬  illustrating Bond is able to finish a conversation with no sexual resolve, depicting a man who is more interested in a mental challenge rather than a sexual resolution. A man who now could arguably live up to the elevated social expectations of women such as Germaine Greer. This new Bond reflects the changes in societal attitudes when men are expected to be in touch with their inner selfs and their emotions, a trait which is mirrored in other contemporary films such as Bruce Willis’s Die Hard 4. . Although glamorous women are an essential part of the core formula, their portrayal has evolved over time in accordance with changing societal attitudes and beliefs displayed by contemporary audiences. Connery’s Bond in Goldfinger would be viewed today as nothing more than a misogynistic dinosaur who uses and objectifies women for no greater purpose than sexual pleasure. This is deliberately obvious within the first scene of Goldfinger where Bond seduces, and then uses a woman as a human shield whilst defending himself against his enemies; portraying her life as having less value and being more dispensable than his. This objectification of women is again depicted by Goldfinger’s inauspiciously named pilot and commander of his female aerial squadron, blonde bombshell and judo expert Pussy Galore. She is a female who could be depicted more accurately as a coordinator of a burlesque troop rather than covert military operatives. Galore is blatantly explicit with Bond when she states â€Å"you can turn off your charm, I’m immune. † Bond takes this sexual fend as a challenge rather than a rejection, as he continues to force himself upon her, highlighted by their fight and subsequent sexual interaction. If this encounter was to be emulated in a modern film, today’s society would view this as unacceptable conduct, both verbally and physically, as it is blatantly offensive towards women’s rights. Whatever happened to no means no? This segment of Goldfinger however would have appealed to the contemporary era of a 1960s audience, as behaviour such as this was viewed as politically and socially correct, however not necessarily accepted, at that time. This objectification and stereotyping of women has been challenged in social and feminist movements from the late 1960s through to the present day. Speakers such as Naomi Wolf and Susan Faludi have inspired and enlightened women to demand equal rights and illustrated how they have previously been socially and physically dominated by men. Women are now well educated, self sufficient, authoritative and independent; exemplified by M’s statement in Casino Royale, â€Å"I report to the Prime Minister and even he’s smart enough not to ask me what we do. Have you ever seen such a bunch of self-righteous, ass-covering pricks? † This obliterates the ideals that women need to be chaperoned by men in order to make executive decisions. This new image of capable and headstrong women, symbolised by M and Vepser Lynd, is the defining statement from a post-feminist society. Portrayed not as a ‘disposable’ Bond girl, Vesper can be seen to reach a level of emotional attachment to Bond whereby she exposes a mutual vulnerability previously not depicted in earlier films. It is this human connection that a contemporary educated audience now expects. This mix of powerful yet emotionally susceptible women is also clearly paralleled in other contemporary movies such as the women of Sex and the City. The adaptation, modification and the overall evolution of the James Bond franchise has always been in pursuit of the same goal; depicting a current, contemporary and desirable Bond for a modern audience. Just like the classic martini it is this core formula which has been enhanced and refined from 1962 to present. This ability to sustain the longevity of the franchise by appealing to the tastes of contemporary audiences is why Bond, the man of all the right words, the man with the ‘golden gun’ will continue to inspire and captivate audiences until the end of time.

The Tolkien The Hobbit - 980 Words

The Hobbit The Hobbit by J.R.R Tolkien is novel about a hobbit who comes to the realization that there was more to him than what meets the eye. In the Middle Earth, around the third age, Bilbo Baggins embarks on the adventure of a lifetime. Throughout the obstacles and hardships of the adventure, Bilbo Baggins transforms from a man of doubts and comfort to a hero with a newfound confidence and leadership. The Hobbit, a book of fantasy and adventure, is likely to appeal to readers of any age. The author who tells an entertaining story, offers all readers a chance to journey on an adventure with a magical wizard, a hobbit and dwarves. In the beginning of the novel the author’s tone transitions from humorous to ominous and suspenseful. Humorously, the author talks about Bilbo s attitude towards Gandalf s offer of an adventure stating, We don’t want any adventures here, thank you! You might want to try over the Hill or across the water.† By this he meant the conversation was at end (6). As the book progresses, the author s tone darkens, and the suspense of the novel rises. One example of suspense in the novel is Bilbo s encounter with Gollum. Does it guess easy? It must have a competition with us, my preciouss! If precious asks, and it doesn’t answer, we eats it, my preciousss. If it asks us and we don’t answer, then we does what it wants, eh? We shows i t the way out, yes! (70). The suspense of awaiting the result of the riddle competition draws in the readerShow MoreRelatedThe Tolkien s The Hobbit1509 Words   |  7 Pages The inspiring novel, The Hobbit, written by J. R. R. Tolkien, definitely deserves the right to be considered a timeless classic. Tolkien uses the main character, Bilbo Baggins, a well respected hobbit, to explain how fast one’s life can change. Mr. Baggins doesn’t believe he will go on an adventure through Middle-Earth the day Gandalf comes to Bag End to tell him so. Nor does he think the many races he only heard of in stories, will face him in the mountain pass. As the expedition takes the readerRead MoreThe Tolkien s The Hobbit930 Words   |  4 PagesJ. R. R. Tolkien s novel The Hobbit is one of a kind. The novel revolves around the protagonist Bilbo Baggins and his journey not only of recovering the treasure from Smaug, but his journey becoming a hero. Through the main character Bilbo Baggins Tolkien changed my perspective on what a mythic hero is suppose to be. When the term â€Å"mythic hero† is brought up I visualize someone that is a stouthearted a warri or namely Achilles or Odysseus to be exact not a hobbit. A little friendly, good-naturedRead MoreThe Tolkien s The Hobbit918 Words   |  4 Pagesthat they will fail. In the beginning of J.R.R. Tolkien’s the Hobbit several of the dwarves question Gandalf’s decision to bring Bilbo Baggins along, â€Å"Will he do, do you think? It is all very well for Gandalf to talk about this Hobbit being fierce, but one shriek like that in a moment of excitement would be enough to wake the dragon and all his relatives† (22). Of course one would question why Gandalf decided to bring a hobbit along. Hobbits are half the height of humans but they probably consume moreRead MoreThe Tolkien s The Hobbit1246 Words   |  5 PagesThe events associated with J.R.R Tolkien’s book The Hobbit resembles a hero’s quest journey, step by step until the final stage. Bilbo Baggins is the main character in this book and his life sonorously fits into in a typical hero quest journey. The three primary components of Bilbo’s quest are, the call to adventure, tests, allies and enemies, and the reward. In the book The Hobbit, Bilbo’s life is very plain and simple until he embarks on a marvelous journey with thirteen dwarfs and the wizard GandalfRead MoreThe Hobbit, By. R. Tolkien1570 Words   |  7 PagesI. Subject The Hobbit, written by J.R.R. Tolkien, tells of the hardships and struggles of Bilbo Baggins, a hobbit who lives in a hobbit hole named Bag End. Bilbo is â€Å"hired† by a party of dwarves to go on an adventure to get their stolen gold from the lonely mountain. The only catch is that the mountain is guarded by the dragon, Smaug. Bilbo goes on a quest throughout Wilderland meeting enemies like Trolls, Elves in the Elven hall, and Goblins in the Goblin tunnels. Bilbo discovers an importantRead MoreThe Tolkien s The Hobbit1143 Words   |  5 Pagestale through symbol, image and metaphor. The Hobbit is a mythic image in our modern day society. It is written by J.R.R. Tolkien. This story is more myth than anything. The Hobbit acts as the sister myth to Sigurd and Volsung. There are many mythic images in both of these stories that represent more than meets the eye. The plot, the characters, and the objects all have some hidden meaning, we just have to look hard enough to find them. Bilbo is a hobbit, quite content staying where not much happensRead MoreThe Tolkien s The Hobbit1294 Words   |  6 Pagesthe mountain with flames spitting from his mouth, shouting â€Å"I am fire. I am death!†Ã¢â‚¬ Bilbo is pacing himself to escape these angry flames as echoes of roars surround him. How did Bilbo Baggins get to such a place?In this novel The Hobbit,written by J.R.R Tolkien, a hobbit named Bilbo is enjoying a pipe on his front porch when he is confronted by an elder man that Bilbo recognizes as a wizard named Gandalf, though his suspicion continues to grow.Gandalf asks Bilbo to join him on a mission and BilboRead MoreThe Hobbit, By. R Tolkien993 Words   |  4 Pagescourageous behavior to that of a hero. During the progression of the novel, The Hobbit, by J.R.R Tolkien, a clear resemblance of heroism has been shown by many characters throughout. However, when asked to define the term â€Å"hero,† the majority of people would describe a physically str ong man, who’s tall and stands in the face of danger; people such as Beowulf, Sir Gawain, and King Arthur. In contrast to that common stereotype, Tolkien describes nothing but an undersized and feeble farmer named Bilbo BagginsRead MoreThe Tolkien s The Hobbit1580 Words   |  7 PagesR.R Tolkien’s The Hobbit is arguably one of the most popular children s books of all time. The novel, because it includes characters such as trolls, elves, giants, goblins, and others is the reason that this story is a fairytale. This fairytale centers on a little hobbit known as Bilbo Baggins. It tracks the expedition of a group of dwarves, and a wizard, Gandalf, and their burglar, Bilbo as they travel to retrieve treasure that had been stolen from them long ago. The hobbit journeyed far, startingRead MoreThe Hobbit, By. R Tolkien1519 Words   |  7 Pagesadventure with the power to bestow boons on his fellow man.† A hero is willing to take a journey to accomplish something thr ough hard work and determination, no matter how difficult the challenges are. In the critically acclaimed novel, The Hobbit, by J.R.R Tolkien, the protagonist, Bilbo Baggins is described as to be an unlikely hero. Bilbo is thrown into a situation in which he must choose between two different lifestyles and to overcome his fears to accomplish his quest. Throughout the story, Bilbo