Alice And The Wonderland Essays - Alice In Wonderland, British Films

Alice And The Wonderland Essays - Alice In Wonderland, British Films Alice And The Wonderland To millions around the world, Lewis Carrolls Alice in Wonderland is merely a childhood dreamland filled with riddles, fairy tails, and games without rules. However, to the trained eye, Alices world translates into much more than a childs bedtime story. There are many undeniable patterns and connections seen throughout his story that are simply too radical to be mere coincidence. The story of Alice is both a mixture of contradictory patterns and a metaphor for growth. With the right train-of-thought and a little imagination, this otherwise straightforward fairy tale becomes a key to Carrolls inner thoughts. Psychoanalysts have analyzed Alice in Wonderland since the early 1900s. Psychoanalysis is, the theory of the talking cure. In other words, it is used to help understand inner (subjective) meaning. Psychoanalysis was first used as a clinical practice to help people suffering from troubles without any organic cause. (Bokay 2) However, it has also proven very effective in uncovering subliminal motives in dreams, art, and literature. The following should not be looked at as definite concepts, but more like a key to help understand some popular interpretations of lewis text. If the whole of Alices journey may be read both as a passage from the surface to the abyss and as an achievement, a hard conquest from the abyss to the surface, the leaven, the engine of this twofold passage is to be found in the series of events which are written in Alices body. (Roncada 2) To grasp the concepts and to fully understand underlying ideas in wonderland, it helps to think of wonderland as a real world with real rules. Non-law and a non-measure of Alice herself govern wonderland, which in turn results in a large amount of nonsense. What is isn't, what isnt is, a very hard concept for young Alice to grasp at first. Alice morphs from tall to short, from small to big, and always maintains her psychological and biological age. Her body (the engine) is disconnected from her physical life. (Roncada 4) Her body goes through four phases throughout this trip: 1) and unexpected growth/decrease 2) a growth/ decrease openly driven by the other characters 3) a growth/decrease manipulated by Alice (with bits of mushroom) 4) the spontaneous, self induced growth without the use of any object (during the trial). (Roncada 4) This is the most obvious metaphor suggesting growth seen throughout Alices trip. Alice does not look for any explanation for her re-occurring metamorphic changes. To Alice, eating and drinking does not mean nourishment just as growing up does not mean maturing or getting old; it is only used for alteration. The use of food in this world is not incidental. In Wonderland there are many distinguishing factors between eating and drinking. The act of eating is not ritual, it is necessary for Alices metamorphosis, it is a prize at the end of the Caucus race, and a never-ending punishment at the mad tea party. The food never becomes a real meal because it is broken into several snacks. (Roncada 6) Food categories are separated into liquid and solid (which share the same result: grow shrink), raw and cooked, and sweet and salty. A fine example of this is during Alices first size change in the hall. When Alice drinks the liquid marked appropriately drink me she states, It had, in fact, a sort of mixed flavor of cherry-tart, custard, pine-apple, roast turkey, toffee, and h ot buttered toast. This part entwines a number of distinct patterns contradicting each other. First off, the liquid assumes the flavor of solid food. Sweet (cherry-tart, custard, pineapple, toffee) and salty (roast turkey and hot buttered toast) stay together. Inside the sweet category there are other contradictory patterns: toffee is solid and custard is non solid; cherry-tart, custard, roast turkey, and toffee are all cooked (or mixed) while pineapple is raw and natural. And finally, the tastes have been organized according to different culinary techniques: custard, toffee, and cherry tart are all made with low heat and turkey and toast are made with high heat. Roasted Turkey, hot buttered toast, and custard are all served hot while toffee and cherry-tart are served cold. ( Roncada 4) This seemingly innocent observation made by

TreeView With Check Boxes and Radio Buttons

TreeView With Check Boxes and Radio Buttons The  TTreeView  Delphi component (located on the Win32 component palette tab) represents a window that displays a hierarchical list of items, such as the headings in a document, the entries in an index, or the files and directories on a disk. Tree Node With Check Box or Radio Button? Delphis TTreeview doesnt natively support checkboxes but the underlying WC_TREEVIEW control does. You can add checkboxes to the treeview by overriding the CreateParams procedure of the TTreeView, specifying the TVS_CHECKBOXES style for the control. The result is that all nodes in the treeview will have checkboxes attached to them. In addition, the StateImages property cant be used anymore because the WC_TREEVIEW uses this imagelist internally to implement checkboxes. If you want to toggle the checkboxes, you will have to do that using SendMessage or the TreeView_SetItem / TreeView_GetItem macros from CommCtrl.pas. The WC_TREEVIEW only supports checkboxes, not radio buttons. The approach you are to discover in this article is a lot more flexible: you can have checkboxes and radio buttons mixed with other nodes any way you like without changing the TTreeview or create a new class from it to make this work. Also, you decide yourself what images to use for the checkboxes/radiobuttons simply by adding the proper images to the StateImages imagelist. Add a Check Box or Radio Button Contrary to what you might believe, this is quite simple to accomplish in Delphi. Here are the steps to make it work: Set up an image list (TImageList component on the Win32 component palette tab) for the TTreeview.StateImages property containing the images for the checked and unchecked state(s) for check boxes and/or radio buttons.Call the ToggleTreeViewCheckBoxes procedure (see below) in the OnClick and OnKeyDown events of the treeview. ToggleTreeViewCheckBoxes procedure alters the StateIndex of the selected node to reflect the current checked/unchecked state. To make your treeview even more professional, you should check where a node is clicked before toggling the stateimages: by only toggling the node when the actual image is clicked, your users can still select the node without changing its state. Additionally, if you dont want your users to expand/collapse the treeview, call the FullExpand procedure in the forms OnShow event and set AllowCollapse to false in the treeviews OnCollapsing event. Heres the implementation of the ToggleTreeViewCheckBoxes procedure: procedure ToggleTreeViewCheckBoxes( Node :TTreeNode; cUnChecked, cChecked, cRadioUnchecked, cRadioChecked :integer);var tmp:TTreeNode;beginif Assigned(Node) thenbeginif Node.StateIndex cUnChecked then Node.StateIndex : cChecked else if Node.StateIndex cChecked then Node.StateIndex : cUnChecked else if Node.StateIndex cRadioUnChecked thenbegin tmp : Node.Parent; if not Assigned(tmp) then tmp : TTreeView(Node.TreeView).Items.getFirstNode else tmp : tmp.getFirstChild; while Assigned(tmp) dobeginif (tmp.StateIndex in [cRadioUnChecked,cRadioChecked]) then tmp.StateIndex : cRadioUnChecked; tmp : tmp.getNextSibling; end; Node.StateIndex : cRadioChecked; end; // if StateIndex cRadioUnCheckedend; // if Assigned(Node)end; (*ToggleTreeViewCheckBoxes*) As you can see from the code above, the procedure starts off by finding any checkbox nodes and just toggling them on or off. Next, if the node is an unchecked radio button, the procedure moves to the first node on the current level, sets all the nodes on that level to cRadioUnchecked (if they are cRadioUnChecked or cRadioChecked nodes) and finally toggles Node to cRadioChecked. Notice how any already checked radio buttons are ignored. Obviously, this is because an already checked radio button would be toggled to unchecked, leaving the nodes in an undefined state. Hardly what you would want most of the time. Heres how to make the code even more professional: in the OnClick event of the Treeview, write the following code to only toggle the checkboxes if the stateimage was clicked (the  cFlatUnCheck,cFlatChecked etc constants are defined elsewhere as indexes into the StateImages image list): procedure TForm1.TreeView1Click(Sender: TObject);var P:TPoint;begin GetCursorPos(P); P : TreeView1.ScreenToClient(P); if (htOnStateIcon in TreeView1.GetHitTestInfoAt(P.X,P.Y)) then ToggleTreeViewCheckBoxes( TreeView1.Selected, cFlatUnCheck, cFlatChecked, cFlatRadioUnCheck, cFlatRadioChecked);end; (*TreeView1Click*) The code gets the current mouse position, converts to treeview coordinates and checks if the StateIcon was clicked by calling the GetHitTestInfoAt function. If it was, the toggling procedure is called. Mostly, you would expect the spacebar to toggle checkboxes or radio buttons, so heres how to write the TreeView OnKeyDown event using that standard: procedure TForm1.TreeView1KeyDown( Sender: TObject; var Key: Word; Shift: TShiftState);beginif (Key VK_SPACE) and Assigned(TreeView1.Selected) then ToggleTreeViewCheckBoxes( TreeView1.Selected, cFlatUnCheck, cFlatChecked, cFlatRadioUnCheck, cFlatRadioChecked);end; (*TreeView1KeyDown*) Finally, heres how the forms OnShow and the Treeviews OnChanging events could look like if you wanted to prevent collapsing of the treeviews nodes: procedure TForm1.FormCreate(Sender: TObject);begin TreeView1.FullExpand;end; (*FormCreate*)procedure TForm1.TreeView1Collapsing( Sender: TObject; Node: TTreeNode; var AllowCollapse: Boolean);begin AllowCollapse : false;end; (*TreeView1Collapsing*) Finally, to check whether a node is checked you simply do the following comparison (in a Buttons OnClick event handler, for example): procedure TForm1.Button1Click(Sender: TObject);var BoolResult:boolean; tn : TTreeNode;beginif Assigned(TreeView1.Selected) thenbegin tn : TreeView1.Selected; BoolResult : tn.StateIndex in [cFlatChecked,cFlatRadioChecked]; Memo1.Text : tn.Text #13#10 Selected: BoolToStr(BoolResult, True); end;end; (*Button1Click*) Although this type of coding cannot be regarded as mission-critical, it can give your applications a more professional and smoother look. Also, by using the checkboxes and radio  buttons judiciously, they can make your application easier to use. They sure will look good! This image below was taken from a test app using the code described in this article. As you can see, you can freely mix nodes having checkboxes or radio  buttons with those that have none, although you shouldnt mix empty nodes with checkbox nodes (take a look at the radio buttons in the image) as this makes it very hard to see what nodes are related.

Language Development Methods for Secondary and Middle Schools Essay

Language Development Methods for Secondary and Middle Schools - Essay Example It presents a comparative study of about the effectiveness of the programs and services offered, key strategies implemented, significant organizational features, as well offers an insight into the challenges faced during the process. As a teacher / educator / student teacher, at the ____________ school, California; I had the opportunity to visit and observe the various programs and services offered by the school to an Elementary class and students of eight grade SDAIE class, which requires and implements both, special education as well as education in English as a second language. With most of the children identified as developmentally handicapped, and coming from non English speaking backgrounds, I was delighted to know that a majority of them responded well to the customary greetings â€Å"Good Morning, Teacher†. I observed that students of the Eight grade, displayed an impressive understanding of the language and had excellent expressive and receptive skills in the English language. Their oral and written abilities were more or less similar to those of their English speaking counterparts with the same form of disabilities. I remember a particular incident – of my interaction with one of the Span ish students called ------------------, who was a first generation American, who spoke fluent Spanish at home, lived in a predominantly Spanish speaking community of California, but interacted in manageable / fluent (choose as appropriate) English with his English babysitter / housemaid (choose as appropriate). ----xyz--------, age ----, another such student spoke fluent Spanish as his/her mother tongue, and learnt English at age 6, displayed adequate reading and writing skills in the secondary language. From these observations, I can safely conclude that the degree of proficiency and expertise in the second language i.e., English, was found to be similar to that of their primary language i.e., Spanish, especially when the secondary language was needed for day to