Thinking Realities of Yesterday, Today, and Tomorrow Assignment

Thinking Realities of Yesterday, Today, and Tomorrow - Assignment Example (Singleton, 2010, p. 143) There has been a considerable shift in the perception of a â€Å"good nurse† over the years. Traditionally, literature concerning nursing ethics indicates that the merits of the nurse included such qualities like being respectful towards authority (especially of medicine), being loyal to duty, being careful, being calm, gentle and clean. Sympathy, concern or any kind of emotional attachment with a patient was discouraged and was considered to be a weakness in the character of the nurse. The early literature also mentions unwillingness to ‘report’ another nurse or defy any unsafe practice. Other essential qualities budding from the ethics literature were obedience, tolerance, serenity, modesty, humility etc. (Begley, 2010, p. p. 527-531)In the past the training of nurses in matters of ethics often focused on things like how to dress and to show respect (etiquette) rather than act upon the moral perceptions of practice (ethics). However, this does not indicate that all nurses were meek and timid and were not able to think for themselves. But in actuality, the culture was such that it did not encourage assertiveness or support challenges to the authorities. (Meehan, 2012, p. 2905) The nursing practitioner today is expected to question and team up with other professionals instead of just obeying instructions of the superiors. Patients’ well being is the first priority and today nurses are accountable for their actions and are given the responsibility to guard the patients from the mistakes and carelessness of others. Today the nurses are expected to have a strong knowledge of their work and they are expected to be sufficiently confident to confront doubtful practice. Based on right knowledge and information, today’s nurse should report any method or behavior or action practiced that is unethical, unsafe, illegal or incompetent in nature. Thus, modern codes of ethics

Political economic organization and the production of generalized Essay

Political economic organization and the production of generalized market relations - Essay Example Marx introduces absolute and relative surplus value. Absolute surplus value is obtained through lengthening their work hours; on the other hand, relative surplus value is obtained by increasing labor productivity through mechanization. Marx criticizes such mechanization depersonalizes the production process and accelerates over-accumulation for capitalists (Marx 221). As new technology increases productivity, the necessary labor time is supposed to be shortened. In reality, however, shorter necessary labor time turned out more surplus labor time which is extra time over the necessary labor time to generate capitalists’ profits. It is attributed to the idea that capitalists purchased fixed-working hours. b) Explain how ever-increasing productivity can be a problem for capitalists, using the concepts of socially necessary labor time and the organic composition of capital. In order to pursue higher surplus labor time, capitalists keep re-investing its capital being generated thro ugh surplus labor time in inventing new technology. It spurs more surplus labor time and less socially necessary labor time, which in turn accelerates larger over-accumulation and lower organic composition of capital. ... such competitions pursuing cheapening products, larger capitalists beat smaller capitalists since such price competition depends largely on the productivity of labor, hence dependence on the scale of production (Marx 777). Smaller capitalists are unable to update machineries as frequently as large capitalists are able to. It generates monopolistic market, and smaller capitalists beaten by larger capitalists turn into working-class. Considering these facts, no one can absorb a large amount of production that winner capitalists generated. c) Using specific historical examples from lecture and/or readings, describe how time-space compression and mass consumption have been mobilized to mitigate the problems described in (b) It is apparent that increased production has to go hand in hand with increased consumption in order to avoid problems associated with over production. It is believed that rapid deployment of new organizational forms and technologies was part of the contributing factor s of overproduction. In this regard, such measures were needed in order to have speedy consumption. Improved systems of communication and information flow made it easier and possible to circulate commodities within a greater speed. For example, the growth in the US in the 19th century saw new techniques of for moving products. International marketing for US manufacturers started. This did not only help lower the unit cost and efficient return on investment, but also helped to reduce cost of working and fixed capital. By integrating mass production with mass distribution, a single enterprise involved in many transactions and processes involved in making and selling products. This was in line with mobilization of fashion in mass as opposed to elite markets. In addition, there was continued

Birthright citizenship in the United States of America Essay Example for Free

Birthright citizenship in the United States of America Essay In â€Å"Americanism,† Theodore Roosevelt describes the meaning of hyphenated Americans and their lives in the United States. There was no room in Roosevelt’s America for immigrants or sons of immigrants, who cling to the speech, the customs, the way of life, and the habits of thought from the old world which they have left. The hyphenated American is not an American at all. Those immigrants who hyphenated their Americanism, modifying it with the land of their or their parents’ birth, were and could not be true Americans. These Americans also can vote and be the primarily citizen of a foreign country. Roosevelt writes that the foreign-born population must be an Americanized population. They must talk the language of its native-born fellow-citizens; possess American citizenship, American ideas and maintain an American standard of living. The immigrants must not to be allowed to drift or to be put at the mercy of the exploiter. According to Roosevelt, America cannot afford to keep a lot of immigrants as industrial assets and not as human beings. We also cannot pay low wages to immigrants, and keep immigrants working on American mines, railways or working in our munitions plants because it is dangerous. All United States citizens must stand shoulder to shoulder for the elimination of race and religious prejudice. We must also improve maintenance of the American standard of living; direct every national resource, material and spiritual, and train our people to overcome difficulties. We can do all this work in a democratic country where all people have equal rights and hopes for a good future life.

Relationship Between Family Poverty and Child Development

Relationship Between Family Poverty and Child Development How is family poverty related to childhood development? It is well documented that family poverty has a negative effect on childhood development (Horgan, 2007) but the many variations in how family poverty is related to childhood development via various pathways is of great importance to parents, health and education professionals as they work to improve the outcomes for children; â€Å"maximising the opportunities open to them – improving their life chances and changing the odds in their favour.† Every child matters. When considering how family poverty is related to childhood development, it is firstly important to define poverty. Engle Black note that this is a difficult task and question whether it should be ‘defined in economic terms, or as part of a broader social disadvantage’. In economic terms, the UK government, the European Union and many other countries use 60 per cent of median household income as the poverty ‘threshold’. (Poverty and Social Exclusion poverty.ac.uk) although by their own admission ‘without validation from direct measures of people’s living standards, is essentially arbitrary’. Sen describes poverty as ‘capability deprivation’ and argues that we should take a more ‘activity-oriented view of human beings’. These activities can vary from ‘physical ones as being well nourished, being adequately clothed and sheltered, avoiding preventable morbidity, and so forth, to more complex social achievements such as taking part in the life of the community, being able to appear in public without shame.’ As a result of this, when considering how family poverty is related to childhood development this essay will consider both direct economic effects and also the effects of broader social disadvantage. Similarly it is also difficult to define ‘childhood development’. Indeed Engle et al note that ‘there are no globally accepted indicators for child development’ They do however concede that ‘child development is often measured through individual assessments of developmental changes in multiple domains (eg, cognitive, language and social-emotional)’. One measure of cognition is academic achievement and this is used by various studies as a measure of child outcome (CITE). One of the main reasons for family poverty can be the family unit itself. Fiori (2005) states that â€Å"Economic theory predicts that the two-parent family is among the best-functioning forms of capitalist society because it allows for the provision of household services by one partner and economic resources by the other, and as such it is an efficient system for maximising utility and the human capital of children† Consequently, supporting evidence has found that children from a lone parent family generally have a poorer academic outcome but do not fare poorer psychologically (Mclanahan and Sandefur, 1994). The reason for this is often attributed to the ‘pathology of matriarchy’ hypothesis (Moynihan) which suggests that the absence of a father is destructive to children, particularly boys, because children will lack the economic resources, role models, discipline, structure and guidance that a father provides. The effects of family structure on family poverty and subsequently child outcome is of high importance, with marriage emerging high on the U.S. policy agenda in recent years as a tool for improving child outcomes (Nock) and marriage allowance in the UK allowing a person to reduce their spouses’ tax bill if one partner earns an income below the personal allowance limit (CITE), again alleviating financial stresses which can have a negative effect on child outcome. Hann et al (2003) found that when controlling for income, single-mother families were not significantly different from two-parent families for child outcome. This suggests that it is family poverty itself (that typically results from family disruption) that is the major explanation for children’s lower attainments. Direct effects of family poverty affect childhood development by increasing risk factors, limiting protective factors and reducing opportunities for stimulation and enrichment. Children from low-income families are more likely to receive insufficient nutrition and also be overweight, two factors commonly associated with food insecurity (Cook). The amount of families in the UK struggling to buy basic items such as food is increasing. The Trussel Trust reported that their 445 foodbanks fed 913,138 people nationwide from 2013-2014 and of those helped, 330,205 were children.’ A lack of a balanced diet can affect childrens development both directly and indirectly. Innis has shown that fatty acids such as those found in certain types of fish and nuts assist healthy brain development and reductions in these fatty acids is associated with cognitive and behavioural impairments; the effect of family poverty on childhood development via a poor diet is a very real possibility even in a country such as the United Kingdom. Another direct effect of poverty is the fact that parents in low-income families often have lower levels education and this has a negative impact on their ability to provide a positive, intellectually stimulating environment for their children (Coleman). Hart Todd found that children from professional families that were strongly associated with higher parent education levels and higher family income were spoken to more than children from working class or welfare recipient families and so had a larger cumulative vocabulary. By the age of just three, Hart Todd observed â€Å"the cumulative vocabulary for children in the professional families was about 1,100 words. For children from working class families, the observed cumulative vocabulary was about 750 words and for children from welfare-recipient families it was just above 500 words†. Hart Todd conclude that the most important element of a child’s language development is quantity of conversation and thus it is easy to see how in a ‘traditional’ two-parent family (as previously mentioned) the division of responsibilities allows for increased time to talk to children. Hart Todd also found that children from professional families heard a higher ratio of encouragements to discouragements than their working class and welfare-supported counterparts. Henderlong Lepper found that encouragement is beneficial to the intrinsic motivation of a child (provided it is perceived as sincere) and this will also have a positive effect on child development. Baumrind (1971) defined three parenting types: permissive: parents who are more responsive than demanding; authoritarian: parents who are demanding and directive, but not responsive, and authoritative: parents who are both demanding and responsive. Hoff et al found that in all cultures parents with lower socio-economic-status (SES) are more likely to use ‘authoritarian’ parenting styles than those in higher SES brackets. They are also less likely to be nurturant or to supervise their children adequately, and more likely to use inconsistent, erratic and harsh discipline (Elder et al., 1985); adversely affecting child development. As well as the direct effects of family poverty on child development, as suggested by Engle and Black it is also important to consider moderated effects of poverty and how these can vary across characteristics of families and children. Whilst considering how family poverty affects childhood development, it is important to fully consider the many varying reasons as to why a family may be experiencing poverty. Some of the varying reasons found by Hobcraft for family poverty include: non-traditional structures; lone parents and parents in reconstituted families, households where no adult is in employment or are in poorly paid employment, households headed by a teenage parent, households that include a sick or disabled child, have a child or children under five or have a large number of children. Given this, it is quite understandable that families can find themselves in a state of poverty through no fault of their own. However, their background will affect how they deal with this experience of poverty and more importantly how this poverty will affect the development of any children. Parents of children who are poorly educated or have poor decision making skills could find it more difficult to protect their children from the effects of poverty than families who are better educated, with rational decision making skill and in a similar situation. Cooper Stewart demonstrate using the Family Investment Model that parents who are better educated or have more money are able to financially invest in their children more, either because they have more disposable income or because they choose to forgo other expenses for the sake of purchasing their children educationally enhancing materials such as books. This is supported by the findings of Davis-Kean who found that family income and education had a positive impact on parental educational expectations and resultantly reading (which is strongly correlated to child achievement), with children reading more for pleasure and having more books in the house. Similarly the work of Bradley, Whiteside and Mundfrom that found that children living in poverty who were showing early signs of resilience compared with other children also living in poverty received ‘more responsive, accepting, stimulating and organised care’. Another way that family characteristics moderate the link between family poverty and child development is via social selection. Conger Donnellan consider poverty as â€Å"a constellation of outcomes that are potentially influenced by individual differences in traits such as intelligence and personality† that subsequently affects childhood development. Mayer (1997) proposed that â€Å"parental characteristics that employers value and are willing to pay for, such as skills, diligence, honesty, good health, and reliability, also improve children’s life chances, independent of their effect on parents’ income. Children of parents with these attributes do well even when their parents do not have much income†. These characteristics can be passed on either genetically or through nurture and can act as a ‘buffer’ to the damaging effects of poverty on childhood development. This is supported by the work of Davis-Kean who found a significant correlation between parental warmth (how nurturing parents are towards their children involving desirable traits such as positive feelings, praise, responding) and child achievement (although interestingly, only within African American families as opposed to European American families in this study). Alongside the direct and moderated effects of poverty on childhood development it is also necessary to consider the mediated effects of family poverty on childhood development. As demonstrated by Engle Black, in mediated models it is through disruptions in family function that the effects of poverty are felt and result in negative effects on childhood development. Conger Donnellan reviewed seven papers that have applied the Family Stress Model (FSM) across a widely varying demographics. The FSM overwhelmingly supports the view that poverty leads to family stress and this has a negative impact on parental mental health and increasing the likelihood of parents using harsh authoritarian parenting styles. There is strong evidence for parental mental health impacting on child behaviour. The work of Weissman et al (2006) who found that the children of mothers who remained depressed were far more likely to develop their own symptoms and diagnosis than children of parents who went into remission. This is similarly supported by Galler et al who found that postpartum maternal mental anxiety (PPMHA) was a significant predictor of lower exam scores at eleven to twelve years of age. Importantly, Galler et al found that background variables such as young maternal age at the time of her first pregnancy, more children in the home, less maternal education, and fewer home conveniences (all indicators of family poverty) were closely correlated with PPMHA, but crucially they found that PPMHA was still a significant predictor of lower exam scores even when all these background variables were controlled for. Ram and Hou suggest that lone parents—usually mothers—must spend longer hours outside the home working to offset the economic losses they have suffered from the marital breakup and consequently do not spend enough time with their children. More importantly however, when considering mediated effects of poverty, they also found that depression and lower levels of psychological well-being occur more often amongst these parents and also negatively influences the quality of parenting and children’s behavioral problems, explaining why children in disrupted families experience severe emotional and behavioral problems. Interestingly however, Ram and Hou found that parental depression and low levels of psychological well-being have almost no effect on cognitive development; highlighting the many varying elements of childhood development. Finally as noted by Engle and Black it is important to consider transactional models, where the effects of poverty interact between families and children. As previously noted, families can moderate and mediate the effects of poverty on children, similarly the children’s characteristics can have a similar effect. Whilst typical family structure can positively affect family poverty and childhood development, evidence also suggests that the quality of family relations can also play a large part in childhood development. Children whose parents often argue (independent of divorce) score worse on measures of academic achievement, behavior problems, psychological well-being, and adult relationship quality; they are also more likely to form families early and outside of marriage (Musick Meier). One of these reasons is low levels of parental education. Belsky (2013) has subsequently found a correlation between childhood obesity and intelligence in children as young as three; highlighting the relationship between poverty and child development. Evans et al found that families experiencing poverty are more likely to face chaotic living conditions than are their middle- and upper-income counterparts. Chaos is characterised by â€Å"high levels of ambient stimulation (e.g., noise, crowding), minimal structure and routine,and considerable unpredictability and confusion in daily activities.† Maslow’s hierarchy of needs suggests that the most basic needs: physiological (food, shelter etc) and safety (security of body, employment, family etc) love and belonging (friendship, family intimacy etc) and esteem (self esteem, confidence, respect of others etc) must be met before the individual will strongly desire (or focus motivation upon) the growth need of ‘self actualisation’. Childhood development can be largely grouped into two categories: psychopathology e.g. internalising (emotional problems) and externalising (behavioural problems; and academic achievement). References Horgan, G. (2007). The impact of poverty on young childrens experience of school. Joseph Rowntree Foundation. Engle, P. L., Black, M. M. (2008). The effect of poverty on child development and educational outcomes. Annals of the New York Academy of Sciences,1136(1), 243-256. Sen, A. (1992). The political economy of targeting. Washington, DC: World Bank. Engle, P. L., Black, M. M., Behrman, J. R., De Mello, M. C., Gertler, P. J., Kapiriri, L., International Child Development Steering Group. (2007). Strategies to avoid the loss of developmental potential in more than 200 million children in the developing world. The Lancet, 369(9557), 229-242. Broadhead, P. (2007). A Vision for Universal Pre-School Education-by Edward Zigler, Walter S. Gilliam and Stephanie M. Jones. British Journal of Educational Studies, 55(2), 227-229. Cook, J. T., Frank, D. A., Levenson, S. M., Neault, N. B., Heeren, T. C., Black, M. M., Chilton, M. (2006). Child food insecurity increases risks posed by household food insecurity to young childrens health. The Journal of nutrition, 136(4), 1073-1076. Maslow, A. H. (1943). A theory of human motivation. Psychological review,50(4), 370. Belsky, D. W., Caspi, A., Goldman-Mellor, S., Meier, M. H., Ramrakha, S., Poulton, R., Moffitt, T. E. (2013). Is obesity associated with a decline in intelligence quotient during the first half of the life course?. American journal of epidemiology, 178(9), 1461-1468. Trussell Trust Foodbanks Use Tops One Million. (2015). Retrieved May 24, 2015, from http://www.trusselltrust.org/stats Innis, S. M. (2007). Dietary (n-3) fatty acids and brain development. The Journal of nutrition, 137(4), 855-859. Flouri, E. (2005). Fathering and child outcomes. John Wiley Sons. McLanahan, S., Sandefur, G. (2009). Growing up with a single parent: What hurts, what helps. Harvard University Press. Moynihan, Daniel Patrick. 1965. The Negro Family: The Case for National Action. Washington, D.C.: U.S. Department of Labor Nock, S. L. (2005). Marriage as a public issue. The Future of Children, 15(2), 13-32. Marriage Allowance https://www.gov.uk/marriage-allowance-guide Musick, K., Meier, A. (2010). Are both parents always better than one? Parental conflict and young adult well-being. Social Science Research, 39(5), 814-830. Han, W. J., Huang, C. C., Garfinkel, I. (2003). The Importance of Family Structure and Family Income on Familys Educational Expenditure and Childrens College Attendance Empirical Evidence from Taiwan. Journal of Family Issues, 24(6), 753-786. Henderlong, J., Lepper, M. R. (2002). The effects of praise on childrens intrinsic motivation: a review and synthesis. Psychological bulletin, 128(5), 774. Conger, R. D., Donnellan, M. B. (2007). An interactionist perspective on the socioeconomic context of human development. Annu. Rev. Psychol., 58, 175-199. Bradley, R. H., Whiteside, L., Mundfrom, D. J., Casey, P. H., Kelleher, K. J., Pope, S. K. (1994). Early indications of resilience and their relation to experiences in the home environments of low birthweight, premature children living in poverty. Child development, 65(2), 346-360. Cooper, K., Stewart, K. (2013). Does Money Affect Childrens Outcomes?: A Systematic Review. Joseph Rowntree Foundation. Shipler, D. K. (2008). The working poor: Invisible in America. Vintage. Chicago. Mayer S. 1997. What Money Can’t Buy: Family Income and Children’s Life Chances. Cambridge, MA: Harvard Univ. Press Weissman, M. M., Pilowsky, D. J., Wickramaratne, P. J., Talati, A., Wisniewski, S. R., Fava, M., Rush, A. J. (2006). Remissions in maternal depression and child psychopathology: a STAR* D-child report. Jama, 295(12), 1389-1398. Galler, J. R., Ramsey, F. C., Harrison, R. H., Taylor, J., Cumberbatch, G., Forde, V. (2004). Postpartum maternal moods and infant size predict performance on a national high school entrance examination. Journal of Child Psychology and Psychiatry, 45(6), 1064-1075. Evans, G. W., Gonnella, C., Marcynyszyn, L. A., Gentile, L., Salpekar, N. (2005). The role of chaos in poverty and childrens socioemotional adjustment.Psychological Science, 16(7), 560-565. Ram, B., Hou, F. (2003). Changes in family structure and child outcomes: Roles of economic and familial resources. Policy Studies Journal, 31(3), 309-330. Hyde, J. S., Elseà ¢Ã¢â€š ¬Ã‚ Quest, N. M., Goldsmith, H. H., Biesanz, J. C. (2004). Childrens temperament and behavior problems predict their employed mothers work functioning. Child Development, 75(2), 580-594.

Ruth Benedict’s Ethnography of Pueblo Culture, Patterns of Culture, and

Response Piece – Silko & Benedict As noted in the response by Janet Tallman, there are three main themes concerning Ruth Benedict’s ethnography of Pueblo culture, Patterns of Culture, and Leslie Marmon Silko’s novel Ceremony. Both detail the importance of matrilineage, harmony and balance versus change, and ceremonies to the Pueblo Indians. It is important to note that Silko gives the reader a first-hand perspective of this lifestyle (she was raised in the Laguna Pueblo Reservation), while Benedict’s book is written from a third-person point of view. Because of this, it was fairly easy to see how much of the actual culture was overlooked or misinterpreted in Benedict’s work. While the above-mentioned themes about Pueblo Indians were indeed mentioned in her book, Ceremony allows the reader comes away with a better understanding of why they lived as they lived, and how their lifestyle choices impacted every decision they made. As in my first assignment, my interpretation of the books was tha t Silko’s was from a much more personal perspective; a luxury provided because her book is to be enjoyed as a fictional novel instead of an academic text. Set against the backdrop of post-WWII reservation life, the struggles of the Laguna Pueblo culture to maintain its identity while adjusting to the realities of modern day life are even more pronounced in Ceremony. Silko uses a wide range of characters in order to give a voice to as many representatives of her tribe as possible. The main character, Tayo, is the person with whom the reader is more than likely to relate. The story opens with him reliving various phases of his life in flashbacks, and through them, the reader shares his inability to discern reality from delusion, past from present and right from wrong. His days are clouded by his post-war sickness, guilt for being the one to survive while his cousin Rocky is slain, and his inability to cope neither with life on the reservation or in the outside world. He is one of several representations of the beginnings of the Laguna Pueblo youth interacting with modern American culture. Tayo’s aunt (Auntie) is the personification of the Pueblo culture’s staunch opposition to change. She is bound to her life and the people around her; more so because of the various â€Å"disgraces† brought upon her family by her nephew Tayo being a â€Å"half-breed†, her brother Josiah’s love af... ...of looking within themselves for the causes of their misery, they chose to blame the white man for their misfortunes. At the same time, they were causing pain and suffering unto themselves by punishing those who were deemed too different (Emo trying to kill Tayo and settling on Harley) and shunning any changes to life as they knew it. By the end of the novel, Tayo represents the potentially new world for Pueblo culture. As Betonie said, elements in the world began to shift and it became necessary to create new rituals in order to keep the ceremonies strong. This represents a very modern view on Pueblo life (Silko’s) of the price tribe people must pay in order to survive in this world. As shown by Tayo’s final change, Silko sees it as necessary to maintain the essential parts of Pueblo culture in order to maintain the web that connects all its people together; but one must also learn to adapt and accept the new world created around him or her in order to survive. â€Å"Don’t let them stop you,† Betonie said in page 152, â€Å"Don’t let them finish off with this world.† Stagnation is just as damaging as overwhelming change. Leslie Marmon Silko - Ceremony Ruth Benedict - Patterns of Culture

Conflict in The Child By Tiger Essay examples -- Child Tiger Conflict

Conflict in "The Child By Tiger" â€Å"The Child by Tiger† is narrated by a man who is remembering an event from his childhood. The story centers on Dick Prosser, who is a black hired hand for Mr. Shepperton. Dick is involved in several levels of conflict throughout the story.* These include intrapersonal conflicts, a conflict with society, and conflict with his environment.   Ã‚  Ã‚  Ã‚  Ã‚  The first conflict is very important in the scheme of the story, because it provides the necessary conditions for this kind of an event to take place. This is Dick's conflict with his environment. Although he is a free man, and seems to be very tolerant, Dick lives in a time and place where most people are less than friendly to black men, and do not see him as an equal. This becomes evident when the auto collision occurs, and the drunk man proceeds to assault Dick without cause, and without fear of retaliation. This is because he knows that a black man is powerless in the society of the time.   Ã‚  Ã‚  Ã‚  Ã‚  Society brings us to the second conflict, which is Prosser's conflict with society. One night, without warning, he begins a killing spree which spans the better part of a day, and spawns a fatal manhunt. His conflict with the society in general is characterized by his indiscriminate choice of victims. These victims range from a police officer to an innocent black man looking out his window, to several citizens who try to put an end to his madness. This conflict is stopped when the mob...

3D Animation Research

Introduction The Computers have revolutionized the practical technologies in our daily lives. T.V, microwaves, phones, air-conditioning and almost every other technology uses computer technology in some form or another. Similarly, it has influenced the art, creating a new line of digital artists. Animation; the visual story-telling art, was born when the art met the technology. Animated filmmaking and visual storytelling are grown into multi-billion dollar entertainment need. The leading animation firm Pixar's intern experiences page states:†One day, we had lunch with Ed Catmull, the President and Co-Founder of Pixar. He told us that we are and always will be a storytelling company. Our job is to make timeless stories that inspire people, make them cry and make them laugh. We are not here to just make a quick buck†¦ [Pixar] is much more than just a cool place to work. It is a place where you can live out your childhood dreams of storytelling and filmmaking, and know that your hard work is inspiring people of all ages, all over the world.†According to Dave Kehr- â€Å"Animation, the art of making inanimate objects appear to move. Animation is an artistic impulse that long predates the movies†. Animation has existed for over one hundred years and is not limited just by computer animation. The computer acts as a tool for artists to develop creative ideas. Paintings, drawings, sketches and initial 2D Photoshop computer graphics are the styles which lead to 3D animation. In Adobe Photoshop, scanned sketches are manipulated by adding or removing layers, blending until the desired artistic look is acquired. Initially, storyboards and low-resolution 3D characters are created to eliminate the possible problems and to enhance the design in the process. Once the story is finalized with scene details, characters and sets, the 3D work of the animated project can begin. Autodesk Maya, Autodesk 3Ds Max, Avid Softimage XSI and Houdini are some of the software that artists use to refine the work. At the end of the animation process, the final sets of images are rendered. These images are played together in sequence at a rate of 24 frames per second to create the final animated film.