Cybercrime, privacy and security concepts in the film WarGames Essay

Cybercrime, privacy and security concepts in the film WarGames - Essay Example Therefore, he takes his time to engage in cybercrimes and hacking of computer security codes in search of games to play (Bischoff, 1983). His hacking practice eventually leads him to a US supercomputer that is highly secured, due to the sensitive nature of the information it contains. This information is potentially dangerous and capable of causing world destruction through sparking World War III, which is a war of nuclear weapons. The super computer was programmed to launch missile attacks automatically, on the event of being ordered to start such an action, after the Air Force Strategic missile operatives were unwilling to turn on the button which could spark off the nuclear missile attacks (Franklin, 2008). Considering that none of the operatives wanted to be the cause of the devastating attack that could wipe out the whole world, a super computer had to be programmed, which could easily be turned into action by a simple computer operation procedure. Therefore, initially perceivin g the WOPR (War Operation Plan Response) program as another exciting game, David Lightman, (Broderick) embarks on a mission to unearth the backdoor password that can be used to hack into, and access the Supercomputer details (Bischoff, 1983). Being a computer whizz, and with the help of his friend who were also hackers, Broderick eventually manages to unearth the backdoor password and starts operating the computer program by running the nuclear war simulation, through his own computer (Franklin, 2008). Considering the threat posed by this computer operation, the simulation scares the whole security and military departments, since it almost causes a full blown World War III, which is a devastating war of nuclear missiles. This cyber crime and security intrusion into the US military department security systems is a form of black hat hacking. This is because, black hat hacking entails the process of violating and cracking computer security systems with malicious intentions of benefitin g oneself (Hanser, 2011). Broderick had been hacking other computer security systems previously, to gain access to computer games that he could play. In the process of searching for more interesting computer games, other than chess, poker and checkers which he had previously accessed, he embarked on searching for new games, which led him to the supercomputer, which seemed to possess a different nature of games than he had been used to (Bischoff, 1983). This practice of hacking into other computer security systems and accessing games to play, instead of purchasing such games from the manufacturers or retailers, is a selfish crime. Additionally, hacking into other security systems without the knowledge of the owners of the systems, regardless of the intentions an individual has, is malicious and damaging (Johnston, 2011). Therefore, this act of Broderick hacking and accessing the security systems of the US supercomputer and his continuation to simulate the war programs is a form of bl ack hat hacking, since it involves the violation of computer security and privacy laws (Subramanian, 2008). The fictional narration of this film falls under the following three categories: Cybercrime Cybercrime refers to any act of an individual to use computers or computer networks for crime. This can occur in the form of using the computer to commit crime or targeting other computers with some criminal intentions (Hanser, 2011).The film WarGames (1983), depicts both forms of crime. There is a crime of using computers to commit a violation of the acceptable computer privacy and security guidelines. Here, Broderick, who is a bright but highly unmotivated teenager, engages in the act of using

Planning Lessons and Assessment in Schools Essay

Planning Lessons and Assessment in Schools - Essay Example The teacher then introduced the lesson of the day by mentioning that it would be a buildup of the previous lesson. The lesson of that day involved learning how to balance basic chemistry equations. The teacher began by introducing basic, acidic, and neutral compound. He then gave basic examples of a base, acid, and a neutral compound. Interestingly, he had an example of each of the compounds in class. A lemon represented an acidic compound, ash represented basic compound whereas water represented a neutral compound. Students were asked to name other similar compounds and at least a quarter of the class responded with accurate results. The teacher then went ahead to demonstrate on the blackboard how to balance the equations. Once he gave five simple examples, he asked the students to volunteer to go to the board and balance an equation. Each student who was able to balance the equations was given an orange. It was interesting to note the profound interest in which the students were re sponding to learning. The interest was actually boosted by the gifts for the students who got the equations correct. Near the end of the lesson, the teacher divided the class into four groups of five students each. He then requested the students to discuss what they had learned in class concerning balancing of equations as well as further examples of each compound. Each group was required to come up with three examples of each compound as well as three examples of balanced equations. The teacher collected the results and told them that the results would be discussed in the next lesson. Lesson planning is one of the fundamental aspect of any teacher. This is because the structure of the lesson determines the effectiveness of the learning process. When making such a plan, it is imperative for the teacher to understand the lesson objectives and most importantly, the strengths and weaknesses of the students. This way, it will be possible to articulate the lesson to benefit the students maximally. It is also important to understand each student so that the needs of every student can be incorporated in the lesson plan (Satterly, 1989). However, it is particularly necessary to classify the student depending on their learning abilities. This is because the bright students are more often than not sidelined in the learning process at the expense of the slow learners. For example, I realized that the teacher was concentrating more on the slow learners in the hope that they will catch up with the rest of the class. Assessment in Schools   A lesson is not complete with the full assessment of the realization of the objectives of the lesson. During the lesson, I noted that the teacher used various teaching and assessments methods. Most importantly, she ensured that the assessment activities are explicitly related to the stated learning objectives. Once the students had completed the given assessment activity, she took some time to reflect upon the results. When the learnin g objectives were not adequately achieved, the teacher revisited the lesson in a different manner. This allowed those students who had not comprehended adequately to gain more understanding of the topic discussed. In order to achieve this, the teacher used various assessment methods. One of them was quizzes. The teacher ordered the pupils to close their books and asked them some questions on what she had taught that day. Most pupils who had

Research On The Native American Tribes History Essay

Research On The Native American Tribes History Essay Native American tribes from far west coast all the way to the east coast experienced life differently due to conditions of the land. How did the geographical location of tribes affect the life styles of the Native Americans? There were hundreds of tribes and each was unique in a variety of ways from clothing and language; to hunting and gathering resources. Native Americans living in the middle of the United States may have had the best rate, due to the vast land, weather conditions, and food resources. When most Americans think of Indians they refer to the people of the Great Plains; hunting buffalo, war attire, and teepees are commonly what they think of. The tribes of the Great Plains were large in numbers. The reason that this area of tribes is so well recognized is that they were able to maintain life longer then any other areas of Native Americans. One tribe from the Great Plains was the Comanche Indians. The Comanche were a strong group of Indians after obtaining horses in the late 1600s. Horses gave them an advantage in taking over larger areas of land all the way from southwestern Kansas, eastern New Mexico, western Oklahoma, Texas, southeastern Colorado, and northern Mexico. The life style of the Comanche people was based on one thing†¦ the horse. The Comanche people would not have been as successful without this animal. They would breed and maintain huge herds of horses, and then would trade them to the native people of the northern plains. They also tracked the wild mustang herds that roamed the areas. The children of the tribes would obtain a horse of there own at the age of four or five, they would train it and then would become successful hunters. The women of the tribes would sometimes hunt antelope with the men. The young men of the tribes used the horses for war as well as hunting buffalo. The men became such good riders that they could hang off the side of their horse in battle and shoot arrows under the neck of the horse, using the horse as a shield. Another major part of the life for the Great Plains Native Americans was war. The Comanche people killed more non Indian people then any other tribe. By 1840 the Comanches had allied themselves with several other tribes; Arapaho, Cheyenne, and Kiowa. When Mexico became independent in 1821 and Texas fell into the rules set by Mexico, which did not go over well for a lot of the people coming to Texas, the Comanche people were killing most of the travelers. They were also attacking anyone tha t was traveling on the Santa Fe Trail. The most famous battle involving the Comanches was the battle of the Alamo. The Comanche tribe consisted of many different smaller tribes. These bands were considered one because they spoke the same language. It was believed that the Comanche were part of the Shoshone tribe originally. A similarity in language is why people believe that these two may have branched apart. The Shoshone tribe along with many other tribes covered the Great Plains stretching from the Rocky Mountains to the Mississippi River and from Central Texas all the way up to Alberta, Canada. These people lived on wild game from large animals to small, mostly living on buffalo. The people would use almost every part of this animal from the hide to the bones and everything in between. It is thought that before the 1500s the only two non farming tribes were the Blackfoot and Comanche tribes. Even though the tribes of the plains were very successful using the land other tribes in different regions were not so fortunate. The land territory used by the Northwest Native Americans is not large. It is about 2,000 miles in length and only about 150 mile wide. However, the vast area of water they inhabited by was very useful to them in their survival. A majority of the Northwest is made up of islands and large mountain ranges. With the chain of islands to the west and the mountains to the east, the Native Americans would live on the edge of the oceans. This protected them from a lot of the elements such as ocean storms, the abundance of rain, and the cold conditions that would come during the winter months. Due to the amount of water that would come upon this region the trees and vegetation were plentiful. The huge trees that grew in this area were used for many things within the tribes. The Nootka tribe located in the Vancouver Island area, used the huge trees to make many item s like totem poles, their living courts, and at least six different styles of canoes. Canoes were the mood of means for the people of the Northwest coast line. A vast majority of the hunting was done by water, however, some game animals were hunted in the winter months due to the harsh conditions of the Northwest coast. Whale hunting provided the Nootka tribe with a lot of great materials like oil, bones for tools, baleen for trapping, and of course plenty of meat. The Nootka tribe was the only tribe to hunt whales because of there size. The leader of the canoe would have been given this position from his father, and he would harpoon the whale first, he would also receive the first piece of the whale when it was returned to shore to be rationed out between the others. Fish trades between the whites were often, and if the Nootka were ever crossed by the whites they would kill them with no hesitations. The buildings constructed by the Nootka tribe were amazing in there size, some time s being 100 feet in length and 40 feet in width. There were built with large planks of cedar and each plank was removable. The homes were inhabited by several families of the tribe. The leader of the home would sleep in the rear right corner of the home, and the next of kin would inhabit the left rear corner of the home. The front of the home nearest to the door would be stocked with supplies. Outside the front doors of the homes would be large totem polls carved into them would be faces of animals. The faces were chosen by the shaman or people in secret societies. Since these people lived on the coastal shores they came in to contact with white man sooner then others. Another costal tribe that came in contact with non Native Americans was the Cherokees, located on the Southeast coast. In 1540 Spanish explorers crossed into the Cherokee territory. Then French and English traders from the north and east started to appear making trade prominent for the Southeast Indians. The Cherokees were allies with the British in the French and Indian War. The Cherokee helped the British in the conflicts that took place, but only supported them for five of the seven years, after a dispute over a group of wild horses and scalps that had been claimed for bounty. For 2 years the British were in a war with the Cherokee Indians. The Cherokee finally surrendered, they were required to release a huge piece of land that was next to British settlements. After many difficult periods, the Cherokee knew that they were experienced in agriculture and rebuilt their lives based on this fundamental skill. The tribes of the Southeast were able to grow massive crops due to the land conditions. This also benefited them, because large crops meant sizable communities. They grew many of the foods that are familiar with Thanksgiving dinners; corn, sweet potatoes, squash, and beans. The tribes of the Southeast did not move often so there homes were constructed were of two shapes, mostly poles tied with vines and covered in mud or animal hide. They hunted and fished every species of animal that inhabited the area. The Cherokee were the only tribe of the Southeast that spoke the language of Iroquoian. The Cherokee tribe watched and learned from the Americans for years, which is why they are so similar to the Americans. The Cherokee even established a government like the United States. Unfortunately neither they nor any other tribe of the Southeast were treated like Americans, an Indian Removal Act was put into place and the American settlers began taking over the Indians lands forcing them west of the rivers. The Trail of tears is one of the worse events in history fo r the Native American Indians. The event was when soldiers forced the natives to move west while the settlers over took their land. Many Indians died on the travel west due to starvation, disease, and weather conditions. It would be countless years later before the Native people would see any reconciliation for what the lands and treatment that they endured. All in all, I have found that Native Americans were equals in the struggles that they faced. Each region faced different challenges with weather, but all were able to adapt to those conditions. Just like American today, languages are slightly different from the Far East to the Great West and everywhere in between. The clothing these tribes wore was similar in many ways, because a large majority of their clothing was made from animal hide. Hides were also used in the making of the lodging that the natives inhabited. Many Native American Indians still have land conservations and continue to live as they did in the early years of American civilization though it will never be as it once was for these people.

Runnin Down Some Lines: Book Review :: essays research papers

Deprived of opportunities for advancement in mainstream society, [black ghetto] teenagers elevate their personal style into a philosophy of life. Their exemplars are pimps and gangsters.... Gangs develop to bolster self-identity through psychological control of the streets; hip "threads" and "freaked out" cars also serve as outward signs of inner creativity. Both sexes consider coitus ("doin' the do") a natural and desirable part of adolescence; soft drugs, primarily marijuana ("tea"), also offer a temporary alternative to the harsh reality of ghetto existence. But embracing all of these is the vernacular itself - in its grace, flexibility, and strength it is a valuable tool for "gettin' down," for "blowin' fire," ultimately for staying alive... (Anderson 1981:233-234). Edith A Folb is a white woman who threw herself into the depths of one of America's most notorious ghettos for nearly nine years of fieldwork on the language and culture of African-American teenagers. She left the University of California, Los Angeles in 1964, midway through an increasingly dissatisfying Ph.D. program, to involve herself in a variety of community-based activities in the hopes of determining the future course of her life. After two years of working amongst the predominantly black inhabitants of South Central Los Angeles, Folb returned to school with a better subject of focus for her studies. She had found her calling in the last place most people would think to look; in the heart of the ghetto. "So, in 1967, [she] began the systematic study of black teenage vernacular vocabulary" (Folb 1980:viii). In 1980, Edith A. Folb's first book, runnin' down some lines: the language and culture of black teenagers, was published. The book is based on her extensive first-hand research on the teens of South Central. She spent over eight years operating within the community, interviewing many teens and conversing less formerly with countless others. Folb feels that these youths are representative of an aspect of American society both disregarded and misunderstood by the white majority. She even goes as far as to refer to the ghetto as a "country" of its own within the boundaries of the United States (Folb 1980:2). Her goal is to shed some light on the otherwise dark subject of inner city culture. Folb believes that the manner in which the teens of South Central speak may "tell those who would listen what it means to be young and black and live in a ghetto community" (Folb 1980:4).

Looking Paper

In The Countess Von Schonfeld with Her Daughter, Elisabeth Louise Vigee- Lebrun used size and placement to emphasize the figures of the mother and the young daughter. Elisabeth set the pair in the foreground, and she posed them so that their visual weights combined to form a single mass, the largest form in the painting. Strongly contrasting values of light skin against a pale background add further emphasis. Within this emphasis area, Elizabeth uses color of sight to create a focal point on the little girls white dress and the mothers dress.Elisabeth has subordinated the background so that it does not interfere, blurring the detail and working in a narrow range of light values. The painting is oil on canvas art piece painted in 1973. It is a painting of a women holding her daughter on her lap, the women being â€Å"The Grafin von Schonfeld. † The woman is dressed in this beautiful red dress from the upper class or a royalty stature in the late 1700’s. The clothing look s rich green with red.She has a covering on her head that looks like an extravagant scarf that drapes over her shoulder on one side, also made of the dame silky material used for her dress. The woman has pale skin, reddish brown hair, bluish eyes, and rosy cheeks. Her eyes look very real and penetrating when you examine the painting. The daughter is about the age of 5 or 6 years old. Her arms are around her mother’s neck and legs draped across her mother’s lap.The daughter is wearing a white fluid dress that looks thin in material with red sash around her midsection. The daughter has the same reddish brown hair and rosy cheeks. The mothers and daughters eyes are equally as big n size, while the child’s eyes seem also very real and youthful. The women and daughter are sitting on a bench of some sort on a ledge of a window open. Outside the window there is landscaping of mountains, trees and stormy sky. The sky is rich with high value of grays including the whites of the clouds.

Belbin’s Theory Essay

When a team is performing at its best, usually each team member has clear responsibilities . Belbin suggests that, by understanding the role within a particular team, people can develop strengths and manage weaknesses as a team member. Belbin’s 1981 book Management Teams presented conclusions from his work studying how members of teams interacted during business games run at Henley Management College. Amongst his key conclusions was the proposition that an effective team has members that cover eight (later nine) key roles in managing the team and how it carries out its work. He categorized those roles into three groups: Action Oriented, People Oriented, and Thought Oriented. Each team role is associated with typical behavioural and interpersonal strengths. Belbin also defined characteristic weaknesses that tend to accompany each team role. He called the characteristic weaknesses of team-roles the ‘allowable’ weaknesses; as for any behavioural weakness, these are a reas to be aware of and potentially improve. Belbin suggested that, in order for a team to operate effectively, it needed a balance of nine different roles. Plant: Plants are creative, unorthodox and generators of ideas. If an innovative solution to a problem is needed, a Plant is a good person to ask. A good Plant will be bright and free-thinking. Plants can tend to ignore incidentals and refrain from getting bogged down in detail. The Plant bears a strong resemblance to the popular caricature of the absent-minded professor/inventor, and often has a hard time communicating ideas to others. Multiple Plants in a team can lead to misunderstandings, as many ideas are generated without sufficient discernment or the impetus to follow the ideas through to action. Resource Investigator: The Resource Investigator gives a team a rush of enthusiasm at the start of the project by vigorously pursuing contacts and opportunities. He or she is focused outside the team, and has a finger firmly on the pulse of the outside world. Where a Plant c reates new ideas, a Resource Investigator will quite happily appropriate them from other companies or people. A good Resource Investigator is a maker of possibilities and an excellent networker, but has a tendency to lose momentum towards the end of a project and to forget small details. Chairman (1981) / Co-ordinator (1988): The â€Å"Chairman/Co-ordinator† ensures that all members  of the team are able to contribute to discussions and decisions of the team. Their concern is for fairness and equity among team members. Those who want to make decisions quickly, or unilaterally, may feel frustrated by their insistence on consulting with all members, but this can often improve the quality of decisions made by the team. Clarifies goals; helps allocate roles, responsibilities, and duties; articulates group conclusions Shaper: A dynamic team-member who loves a challenge and thrives on pressure. This member possesses the drive and courage required to overcome obstacles. Seeks patterns in group work; pushes group toward agreement and decisions; challenges others Monitor-Evaluator: A sober, strategic and discerning member, who tries to see all options and judge accurately. This member contributes a measured and dispassionate analysis and, through objectivity, stops the team committing itself to a misguided task. Analyzes problems and complex issues; monitors progress and prevents mistakes; assesses the contributions of others; sees all options; judges accurately Team Worker: The â€Å"Team Worker† is concerned to ensure that interpersonal relationships within the team are maintained. They are sensitive to atmospheres and may be the first to approach another team member who feels slighted, excluded or otherwise attacked but has not expressed their discomfort. The Team Worker’s concern with people factors can frustrate those who are keen to move quickly, but their skills ensure long-term cohesion within the team. Gives personal support and help to others; socially oriented and sensitive to others; resolves conflicts; calms the waters; serves as an in-group diplomat Company Worker (1981) / Implementer (1988): The â€Å"Implementer† is the practical thinker who can create systems and processes that will produce what the team wants. Taking a problem and working out how it can be practically addressed is their strength. Being strongly rooted in the real world, they may frustrate other team members by their perceived lack of enthusiasm for inspiring visions and radical thinking, but their ability to turn those radical ideas into workable solutions is important. Completer Finisher: The â€Å"Completer Finisher† is the detail person within the team. They have a great eye for spotting flaws and gaps and for knowing exactly where the team is in relation to its schedule. Team members who have less preference for detail work may be frustrated by their analytical and meticulous approach, but the work of the Completer Finisher ensures the  quality and timeliness of the output of the team. Emphasizes the need for meeting schedules, deadlines, and completing tasks; searches out errors Specialist (1988): Belbin later added a ninth role, the â€Å"Specialist†, who brings ‘specialist’ knowledge to the team. Single-minded, self-starting, dedicated; provides unique or rare expertise and skills Specialists are passionate about learning in their own particular field. As a result, they are likely to be a fountain of knowledge and will enjoy imparting this knowledge to others. They also strive to improve and build upon their expertise. If there is anything they do not know the answer to, they will happily go and find out. Specialists bring a high level of concentration, ability, and skill in their discipline to the team, but can only contribute on that specialism and will tend to be uninterested in anything which lies outside its narrow confines. Note that Belbin was not arguing that every team has to have a minimum of nine members. Individuals within the team may take on more than one role each. As long as all the roles are filled, the team will be more likely to be effective.

The Mystery of Chinese Culture Behind the Walls of White

The Mystery of Chinese Culture Behind the Walls of White Living in houses, we fill our rooms with the specific atmosphere that is characteristic only for our inner self. The interior design mirrors our thoughts and ideas, telling the guests much more than the host would like to tell them. Because of the peculiarities of the Chinese culture, the room of a Chinese teenager can offer much more food for thoughts than a museum excursion.Advertising We will write a custom essay sample on The Mystery of Chinese Culture: Behind the Walls of White specifically for you for only $16.05 $11/page Learn More Taking a closer look at the way the girl has designed the interior of her room, one can see the peculiarities of the Chinese culture mixed with the girl’s tastes to produce a stunning and unusual effect. Because of the mixture of Chinese and Japanese which the room represents, the interior provides sufficient food for thoughts concerning the cultures fusion and the way it is represented in the Chinese room interior. You Name It! The Denotative Analysis Because of the fact that the room under the analysis belongs to a teenage Chinese girl, it is quite peculiar to see the way the Chinese wisdom and religious traditions are intertwined with the teenager’s tastes and preferences. Analyzing the denotation of the room design, one must mention that the spirit of Chinese traditions and beliefs still can be traced here, despite the influence of the modern ideas and trends which is evident in the style of the room decoration and the objects that the girl has used to furnish the room. Defining the purpose of the objects in the room, one has to mention that most of them are designed to create the specific atmosphere of belonging to certain teenage culture, namely, Japanese anime. Therefore, many objects are used only for decoration of the room, whereas there are only few which serve certain purpose. Among them, there are the objects that are most necessary for a teenage girl, that is, the bed, a s mall table, a lamp on it, a couple of chairs and a writing table with a computer on it. The functionality of the objects is quite obvious, it must be admitted. The way the room is furnished reflects the traditional idea of the Chinese minimalism with the inevitable speck of chic about the details of the interior. It cannot be denied that the Chinese longing for the refined atmosphere is fully represented in this small room; even the rugs on the floor possess the gleam of silk. Combined with the traditional minimalism, the furnishing of the house provides the traditional impression that Crouch was talking about: â€Å"This holistic approach cam be analyzed in terms of functional needs, technology and aesthetics† (240).Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More Another feature of the room is the big windows with rather light curtains that move with each slight blow of the w ind. Creating an impression of spaciousness and freshness, the big windows are traditional for the southern part of China, as Crouch marks (240), which is a mark of what part of China exactly the girl comes from. Therefore, the functionality of the room cannot be denied. Yet on the other hand, one has to admit that the premises are overstuffed with a plethora of decorative items that do not have certain purpose and are used rather as the lucky charms or the elements of the girl’s culture. Looking through the Prism of Chinese Culture: The Connotative Analysis Requiring a deep insight into the fusion of the Chinese and the Japanese cultures, the connotative analysis of the girl’s room will offer an exciting trip to the world of Japanese anime and Chinese myths. As Moore marked it, â€Å"Inferences about a variety of characteristics of the interior of the home and the residents reflected the actual characteristics† (169). Therefore, a connotative analysis of the gi rl’s room can be the key to her character as well. What strikes most about the room is quite unusual combination of the blue and orange colors in the interior. Ranging from the light-blue tint of the wallpaper up to the deep-blue color of the blanket on the bed, the marine palette allows to suggest that the girl wants to fill her room with the air of happiness, love and coziness. According to what Webster says, Orange symbolizes fertility, love, luxury and comfort. In China and Japan, orange symbolizes love and happiness. Oranges are eaten on the second day of the Chinese New Year to attract good luck in the coming year (Webster 34). Adding the blue palette to the room design seems quite wise step, since the shades of blue balance the bright and buoyant orange palette. In addition, the blue color intensifies the skills to think and meditate, which is also extremely important for the Chinese vision of the world. Webster emphasizes that the blue color â€Å"symbolizes love, si ncerity, honesty and hope. It also relates to purity, eternity, devotion and spirituality† (Webster 34). Thus, it has to be admitted that the color cats has extremely important significance for the room and the atmosphere in it. Creating the air of love and devotion mixed with spirituality and purity, the girl has managed to design a room that fits her of dreams and desires. Combining the elements that might have seemed incompatible to a stranger, she created the vision of a world that she would like to live in.Advertising We will write a custom essay sample on The Mystery of Chinese Culture: Behind the Walls of White specifically for you for only $16.05 $11/page Learn More Taking a closer look at the elements of dà ©cor, which the girl has used to bring certain element of individuality in her room, one can claim with certainty that the Japanese anime has had its impact on her. As one takes a closer look at the elements of decoration and the overall atmosphere of the room, it becomes clear that the place possesses the typical features of the Japanese anime. Take a look at the way in which the idea of magic is interpreted in the room design: the shapes o the chairs and the table, the numerous lucky charms and knick-knacks remind of the fairy-tales about wizards and magic. Portraying a typical â€Å"magic girl† from a Japanese comic strip, these elements contribute to the overall image of the room and its owner. This room reflects the idea of the magical girl that Drazen was speaking about: Her powers include a magic pen that allows her to transform into an adolescent version of herself – an older Minky Momo who can do anything perfectly, which is surely the wish of any child who has been told, â€Å"You’re too young.† (Drazen 43). Indeed, the mirror framed with the magic-like patterns, the traditional sharp shapes of the Japanese anime and other â€Å"magical† elements can be found everywhere in the room. The entire place looks like a trip to a fairy-tale. Conclusion With help of the peculiar design and several essential details a nameless room turned into the place where a teenage Chinese dreamer lives. Combining the incompatible, the girl created a unique place that is the reflection of her inimitable self. This charming room is a perfect example of how cultural background mixed with taste preferences and the hobby can add the room an incredible flavor of authenticity. Crouch, Christopher. Contemporary Chinese Visual Culture: Tradition, Modernity, and Globalization. Amherst, NY: Cambria Press, 2010. Print.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More Drazden, Patric. Anime Explosion! The What? Why? Wow! of Japanese Animation. Berkeley, CA: Stone Bridge Press, 2003. Print. Moore, Gary T., and Robert W. Marans. Towards the Integration of Theory, Methods, Research, and Utilization. Heidelberg, Berlin: Springler, 1997. Print. Webster, Richard. The Complete Book of Auras: Learn to See, Read, Strengthen and Heal Auras. Woodbury, MN: Llewellyn Worldwide, 2010. Print.