The Career Of A Pediatrician - 783 Words

When you grow up, what do you want to do as a career? Do you want to be a doctor, lawyer, engineer, architect, designer, or something else? I want to be a doctor, or a pediatrician to be more specific. A pediatrician helps children under the age of 18 with their health and body. That is why the career of pediatrician is in the health science cluster. Health science is where you help others with their health and body. I chose to be a pediatrician because I like to work with children, learn about the human body, and I like to help people recover from illnesses. It is so unfortunate that little children at the age of one can die because of fevers or other major health problems. I hope to help these unfortunate children live a normal life. In†¦show more content†¦In the offices I will work in, it will be a pleasant environment, so that kids will feel comfortable. In the rooms, there will be chairs for their parents, a bed for them to lie on when I do their treatments, and there will be toys and books. When I work, I can wear a number of different things. I will wear scrubs in hospitals when I do surgical procedures. These are very sanitary, which is important for surgeries. Other times, I will wear skirts or dresses. These make me look professional, and I will be comfortable. Also, comfortable shoes, like sneakers, will help. Pediatricians walk a lot when working, so high heels won t work. Being a pediatrician also requires certain character traits to help. You need to be patient and tolerant. Little kids at ages 1-4 can be noisy and restless. Without patience, you will not be able to operate on them. Also, you need to be outgoing. When you are outgoing, you will be able to openly describe health problems and openly suggest ways to change it. Furthermore, you need to be diligent. A pediatrician will face many obstacles where they don t know what to do, or they think they can t do it. When they have diligence, though, they will be able to overcome the chall enge and cure the patient. Not only do you need the individual traits, you also need to use teamwork. Almost every time I perform an operation or checkup, there will be another nurse or doctor, sometimes even three others. For aShow MoreRelatedThe Career Of A Pediatrician1876 Words   |  8 Pageschild is nice and healthy† is what most parents hear when visiting their pediatrician. A pediatrician is a doctor who helps with medical care of infants, children, and adolescents. Many adults who have children will have a pediatrician to help with the medical needs of their child. When visiting this doctor they will do several checkups, test if needed, physicals, and will prescribe medication if it is needed. This careers tends to need several years of college, four years of undergrad, four yearsRead MoreThe Career Of A Pediatrician1741 Words   |  7 Pagesbut the most interesting is the career of a Pediatrician. Pediatricians are the primary health care providers for infants and children . Other titles associated with this job includes, â€Å"Baby Doctor†, â€Å"Physician†, or â€Å"Pediatric†. Their main job is to treat children with illnesses, monitor their growth and health, and help prevent illnesses and diseases (General pediatrician).Additionally, pediatricians also have other job duties as well. This is an interesting career because there are other work opportunitiesRead MoreA Career as a Pediatrician Essay1632 Words   |  7 Pageswanted to be a doctor, but not just any doctor. For as long as I can remember, I have wanted to be a pediatrician. Now, half way through my junior year in high school, I have started to question the details of this career, and all the hard work it takes to become a part of the medical field. What I Know I know pediatricians are people who carry their career with them wherever they go. Pediatricians are responsible for the health and the well-being of children ages 0-18, and the work is challengingRead MoreThe Career Path Of A Pediatrician1074 Words   |  5 PagesThe career that I chose is Pediatrician, which it primarily deals with the physical, emotional, and social health of children from birth to young adulthood. This paper will explain the history, requirements, outlook, and the career path of a pediatrician. History and Background of the Career By the late 1700s and early 1800s, the need to assist specifically to the care, growth, and diseases of children became more frequent, and specialization in pediatrics evolved, particularly in Germany and FranceRead MoreMy Career As A Pediatrician900 Words   |  4 Pagesto make it by. Being pregnant could be an extremely scary situation to be in. For me, I went through a short wave of being scared which quickly changed to excitement. As most could tell from my major, biomedical science wanting to peruse a career as a pediatrician, I either love children as well as the medical field or I just really love college. I can honestly say, I’m not a fan of college. A miscarriage, which is the sudden death of the fetus, is extremely common and happens to an estimated 12-15%Read MoreEssay about A Career as a Pediatrician1275 Words   |  6 Pagesthe effort that it takes to do so. The job of a pediatrician is life-changing to many. Unfortunately, it takes drive and effort that many people do not have, to become a pediatrician. A pediatrician’s job is a highly-skilled and interesting job because he or she has the privilege to deal with and help as many children as possible. What is a pediatrician? Pediatricians are doctors who specialize and focus in caring for babies to young adults (Career Cruising). They deal with childhood diseases andRead MoreAccording to California Career Zone, a Pediatrician is a physician who diagnose, treat, and help600 Words   |  3 PagesAccording to California Career Zone, a Pediatrician is a physician who diagnose, treat, and help prevent children’s diseases and injuries. Pediatricians are also known as, Baby doctors, Adolescent Medicine Specialist, General Pediatrician, Medical Doctor (MD), etc.. Pediatricians care for infants, children, teenagers, and young adults. Some pediatricians specialize in pediatric surgery or serious medical conditions. A pediatrician is concerned with the physical, emotional, and social health of childrenRead MoreThe Most Important Job in the US: Pediatrician1150 Words   |  5 PagesA Pediatrician is one of the most important jobs in the United States. In order to become a pediatrician, many years of college are required. Many people who’ve became pediatricians have had experiences through programs and internships. Salaries for a pediatrician vary from how long a persons been working, to the size of the hospital. Another thing is job hours, a pediatrician works an average of about 60 hours a week, however they could be called in on weekends. In all h onesty, there is alwaysRead MoreThe Life of a Pediatrician1068 Words   |  5 PagesChoosing a career is more of a personal decision. Most pediatricians say they love and want to help children and young adults, including their families. Being a Pediatrician is a wonderful way to help children in ways most people can not. Many people say this job is very difficult to handle because it can get stressful. They say there is not much room for personal time or family time, but in the end it can be quite rewarding. Some say this job is easy, but they don’t live the life of a pediatrician. TheyRead MoreA Brief Note On Save A Life : How Can Someone Imagine A Sick Child?1628 Words   |  7 Pagessurvive and not think of pediatrics as a crucial career? A pediatrician is a doctor who ensures the healthiness of children and makes decisions that can better the lives of the children and save the parents of these children worry. Although specific duties, education, and training are required to become a pediatrician, the salary once one’s career is started is rewarding; however, none of these compare to saving a child’s life. Pediatricians work with children and their parents to ensure that

The Great Gatsby by F. Scott Fitzgerald - 930 Words

F. Scott Fitzgerald is mostly known for his images of young, rich, immoral individuals pursuing the American Dream of the 1920’s (Mangum). This image is best portrayed in his greatest novel, The Great Gatsby, alongside his principal themes, â€Å"lost hope, the corruption of innocence by money, and the impossibility of recapturing the past† (Witkoski). Fitzgerald was identified as a modern period writer because his themes and topics were inconsistent with traditional writing (Rahn). The modern period is known for its unanticipated disruptions, main concern with inner self and consciousness, and decline and an increasing isolation of the individual. The Lost Generation writers used these frameworks while living overseas to follow their artistic desires. Some writers known to this group were Gertrude Stein, Ernest Hemingway, and F. Scott Fitzgerald. â€Å"The term itself refers to the spiritual and existential hangover left by four years of unimaginably destructive warfare.† (Rahn). The Lost Generation authors wrote to find importance in a world full of disorder. â€Å"The Lost Generation, like other ‘High Modernists,’ gave up on the idea that anything was truly knowable. All truth became relative, conditional and in flux† (Rahn). Following along with the trend of going abroad and leaving America, Fitzgerald traveled to France where he went on to write his most famous work, The Great Gatsby. The novel was later revised in Rome, and durin g its publishing Fitzgerald was spending time in ParisShow MoreRelatedThe Great Gatsby by F. Scott Fitzgerald1393 Words   |  6 PagesF. Scott Fitzgerald was the model of the American image in the nineteen twenties. He had wealth, fame, a beautiful wife, and an adorable daughter; all seemed perfect. Beneath the gilded faà §ade, however, was an author who struggled with domestic and physical difficulties that plagued his personal life and career throughout its short span. This author helped to launch the theme that is so prevalent in his work; the human instinct to yearn for more, into the forefront of American literature, where itRead MoreThe Great Gatsby By F. Scott Fitzgerald1343 Words   |  6 PagesHonors English 10 Shugart 18 Decemeber 2014 The Great Gatsby F. Scott Fitzgerald s 1925 novel The Great Gatsby is a tragic love story, a mystery, and a social commentary on American life. The Great Gatsby is about the lives of four wealthy characters observed by the narrator, Nick Carroway. Throughout the novel a mysterious man named Jay Gatsby throws immaculate parties every Saturday night in hope to impress his lost lover, Daisy Buchanan. Gatsby lives in a mansion on West Egg across from DaisyRead MoreThe Great Gatsby By F. Scott Fitzgerald1155 Words   |  5 PagesThe Great Gatsby The Jazz Age was an era where everything and anything seemed possible. It started with the beginning of a new age with America coming out of World War I as the most powerful nation in the world (Novel reflections on, 2007). As a result, the nation soon faced a culture-shock of material prosperity during the 1920’s. Also known as the â€Å"roaring twenties†, it was a time where life consisted of prodigality and extravagant parties. Writing based on his personal experiences, author F. ScottRead MoreThe Great Gatsby By F. Scott Fitzgerald1166 Words   |  5 Pagesin the Haze F. Scott Fitzgerald lived in a time that was characterized by an unbelievable lack of substance. After the tragedy and horrors of WWI, people were focused on anything that they could that would distract from the emptiness that had swallowed them. Tangible greed tied with extreme materialism left many, by the end of this time period, disenchanted. The usage of the literary theories of both Biographical and Historical lenses provide a unique interpretation of the Great Gatsby centered aroundRead MoreThe Great Gatsby by F. Scott Fitzgerald845 Words   |  3 PagesIn F. Scott Fitzgerald’s novel, The Great Gatsby, colors represent a variety of symbols that relate back to the American Dream. The dream of being pure, innocent and perfect is frequently associated with the reality of corruption, violence, and affairs. Gatsby’s desire for achieving the American Dream is sought for through corruption (Schneider). The American Dream in the 1920s was perceived as a desire of w ealth and social standings. Social class is represented through the East Egg, the WestRead MoreThe Great Gatsby By F. Scott Fitzgerald Essay970 Words   |  4 Pagesrespecting and valuing Fitzgerald work in the twenty-first century? Fitzgerald had a hard time to profiting from his writing, but he was not successful after his first novel. There are three major point of this essay are: the background history of Fitzgerald life, the comparisons between Fitzgerald and the Gatsby from his number one book in America The Great Gatsby, and the Fitzgerald got influences of behind the writing and being a writer. From childhood to adulthood, Fitzgerald faced many good andRead MoreThe Great Gatsby By F. Scott Fitzgerald2099 Words   |  9 Pagesauthor to mirror his life in his book. In his previous novels F. Scott Fitzgerald drew from his life experiences. He said that his next novel, The Great Gatsby, would be different. He said, â€Å"In my new novel I’m thrown directly on purely creative work† (F. Scott Fitzgerald). He did not realize or did not want it to appear that he was taking his own story and intertwining it within his new novel. In The Great Gatsby, by F. Scott Fitzgerald, he imitates his lifestyle through the Buchanan family to demonstrateRead MoreThe Great Gatsby By F. Scott Fitzgerald1607 Words   |  7 Pages The Great Gatsby is an American novel written in 1925 by F. Scott Fitzgerald. One of the themes of the book is the American Dream. The American Dream is an idea in which Americans believe through hard work they can achieve success and prosperity in the free world. In F. Scott Fitzgerald s novel, The Great Gatsby, the American Dream leads to popularity, extreme jealousy and false happiness. Jay Gatsby’s recent fortune and wealthiness helped him earn a high social position and become one of the mostRead MoreThe Great Gatsby By F. Scott Fitzgerald1592 Words   |  7 PagesMcGowan English 11A, Period 4 9 January 2014 The Great Gatsby Individuals who approach life with an optimistic mindset generally have their goals established as their main priority. Driven by ambition, they are determined to fulfill their desires; without reluctance. These strong-minded individuals refuse to be influenced by negative reinforcements, and rely on hope in order to achieve their dreams. As a man of persistence, the wealthy Jay Gatsby continuously strives to reclaim the love of hisRead MoreThe Great Gatsby By F. Scott Fitzgerald1646 Words   |  7 PagesThe 1920s witnessed the death of the American Dream, a message immortalized in F. Scott Fitzgerald’s The Great Gatsby. Initially, the American Dream represented the outcome of American ideals, that everyone has the freedom and opportunity to achieve their dreams provided they perform honest hard work. During the 1920s, the United States experienced massive economic prosperity making the American Dream seem alive and strong. However, in Fitzgerald’s eyes, the new Am erican culture build around that

Cooperative Learning Strategy to Improve †Free Samples to Students

Question: Discuss about the Cooperative Learning Strategy to Improve. Answer: Introduction The article by Capern and Hammond (2014) presents a discussion about creating relationships that are positive for teachers and students that are secondary gifted and those with emotional or behavioral disorders. The article outlines ways of giving these two groups of students what they need. Capern and Hammond (2014), assert that associations between students and their teachers are often very vital in establishing conducive learning environments. However, positive relationships between teachers and learners are more vital in gifted students in secondary schools and among those with emotional or behavioral disorders. The findings show that secondary gifted students valued teacher behaviors that promote friendly and cordial interactions between students and teachers that supported their learning and academic management. On the other hand, secondary students with emotional or behavioral disorders cherished their teacher who showed them considerable understanding, warmth, and patience. According to Hussain (2017) these qualities are the precursors of teachers support in their learning process. Similarly, comparisons are made in this article between the behaviors identified by students with EBD and gifted students. It is indicated that there are teacher behaviors that are essential for both groups. Nevertheless, each group of students specified a set of teacher behaviors that addressed their unique needs. By having positive relationships between students and teachers, the former are more likely to be motivated and encouraged in the process of learning (Luz, 2015). Additionally, as mentioned in the article, students understand that a positive relationship with their teachers has a positive impact on their motivation and interest which enhances the learning process. The findings in this article are important because they may be applied to enhance relationships between different groups of students and increase the effectiveness of the learning process. The findings could be useful in bridging the gap that exists between practice and educational theory. The established frameworks in this study for creating positive relationships with these two types of students could be used to enhance academic and social outcomes for students. They also help develop learning environments that are positive, and thus are crucial, and ought to be implemented in my key learning area which is mathematics (Gehlbach et al., 2015). It is important to give enough time to students to prepare for tests or complete assignments. This also implies letting students work at their own pace to complete tasks. In addition, it is considerably important for the teachers to be easily approachable and always accessible for them to provide necessary assistance for the students to catch up on assignments and prepare for exams. It is also advisable to interests of students in the subject area and encourages the students based on their interest. Typically, learners who are identified as at high risk of dropping out of school are disproportionately in low ability mathematics classes (Muller, 2014). These students usually have educational expectations that are lower, attain low grades, and view their teachers to be less caring. Their teachers also perceive them as not making enough effort at school, and they do not perform well on mathematics tests management. This is the reason why it is important to implement the issue in my key learning area (Muller, 2014). Critical Evaluation of the Article Many research findings have indicated that positive interactions between students and their teachers are pivotal in establishing healthy learning environments. Some of these studies have also examined how student-teacher relationships are formed. However, this article suggests that there is inadequate comparative research on how to develop positive relationships differently with a different group of students. The positive relationship between students and their teachers is important for all students. However, it is more critical for students with Emotional or Behavioral Disorders (EBD) and gifted students (GS). In order for teachers and all education stakeholders to fully understand what can be done for teachers to form positive relations with these two groups of students, this study sought to understand the academic needs of different students. The study examined the views of 58 gifted students and 40 students with EBD from 6 secondary schools in Western Australia. It also identifie s the specific behavior of teachers that lead to the formation of quality relationships with each set of students (Capern Hammond, 2014). Capern and Hammond (2014), are of the opinion that constant interaction between teachers and students have an impact on the students emotional, social, and academic wellbeing. Quality teacher-student relationships have been found to raise the achievement of students and their attitudes towards learning and school. Other researchers have also found that strong positive teacher-student relationships between gifted students may help to create a link between the potential of the students and their accomplishment. It is worth mentioning that constructive teacher-student relationships may equally assist in redressing the academic difficulties that EBD students usually go through. In comparison to their peers, EBD students in many instances have lower grades, are likely to be diagnosed with learning disability, and fail at school more often. These students also have dropout rate which is higher than their peers. As mentioned in the previous paragraphs, positive teacher-student relationships are important to all students. However, this research has a particular interest in the gifted students and students with EBD as they have a high academic risk (Knoell, 2013). The study equally attempted to look into the Woolfolk and Weinsteins appeal by asking students to name behaviors o teachers that contribute strongly to the formation of positive quality relationships. This study fills a gap in corpus of literature by identifying the behavior of teachers that contributes to positive teacher-student relationships with GS and students with EBD and by comparing and contrasting the behaviors that were most effective with each set of students. Findings of the Research The research study involved Western Australian secondary school students who were recognized as having EBD or gifted. The findings of the research indicated that students who are gifted and those with EBD had varied perspectives as to which teacher behaviors were most crucial for creating constructive relationships with their instructors. GS placed more emphasis on teacher behaviors that would enable them to perform better academically (Capern Hammond, 2014). On the other hand, students with EBD held the view that it is crucial for their teachers to behave in ways that showed understanding, care, patience, as well as support for their academic activities. Even though the perspectives of these sets of students were different, there was agreement concerning teacher behaviors that formed the basis of positive student-teacher relationships. Both sets of students were in agreement on primary teacher behaviors that were efficient for developing positive relationships. However, they differed on secondary essential behaviors. The secondary essential teacher behaviors indicated that GS had a preference for teacher behaviors that lead to academic excellence and cordial interaction with their teachers. On the contrary, students with EBD preferred their teachers to behave in ways that displayed patience, understanding, and many learning opportunities (Capern Hammond, 2014). Students with EBD were of the view that it is important for their teachers to behave in an emotionally supportive manner than the gifted students. This shows that the students had the desire to have cordial relationship with their teachers and had the feeling that their teachers were mindful of their circumstances and emotional states. Gifted students emphasized on behaviors that are supportive academically. They considered academic support as the basis for helpful relationships because they felt that this would allow their teachers to fulfill their basic role of facilitators of education. It is important to note that both sets of students underscored the significance of teachers to treat them with respect, being friendly and warm, and helping them with their school work. Method of the Research The behaviors of teachers that lead to good relationships between teachers and secondary students with EBD and gifted students were investigated by applying mixed-methods approach. The research study was carried out in Western Australian secondary schools that provide academic programs to gifted students as well as those with EBD. The mixed-method approach involves incorporating both qualitative and quantitative research to analyze, gather, and interpret data (Verloop, 2017). Quantitative data in this study was collected using surveys, while qualitative data were collected using focus groups. Data collection process was carried over 18 months. Students were asked whether they would be able to take part in the study in discussion to give their views on relationships with their teachers. Six students who were willing to participate were selected randomly to take part in a focus group. The process of collecting data for the students with EBD was organized in a similar manner with a sample of 40 students taking part. 12 students who were willing to participate were selected randomly to participate in a focus group. The student-teacher relationship survey was used as the primary instrument for collecting quantitative data. Test of reliability of the student version was conducted by using the Cronbachs alpha. Cronbachs alpha for both students with EBD and gifted students was 0.96 showing high reliability (Capern Hammond, 2014). Teacher behavior was represented by 70 items on the survey in which each of the item therein was used to represent the teachers behavior. Likert scale format was used to score the items (6 = very strongly agree to 1 = very strongly disagree). This showed how critical each behavior was for forming a positive teacher-student relationship. The study also made use of open-ended questions to determine behaviors of teachers that may not have been in the 70 item list. On the other hand, the purpose of focus groups was to ascertain the findings of the conducted surveys (Capern Hammond, 2014). There were two programs with each focus group consisting of 6 students from every program except one of the gifted programs. Survey data was analyzed before carrying out the focus groups to allow the participants to have an opportunity to offer reflections on the outcomes from the study. The resulting data was triangulated to ensure dependability. The participating students were also asked to provide t heir reflections and make comparisons on how certain teachers are good at developing relationships. The discussions in the focus groups were recorded and properly transcribed to ensure accuracy of data gathered. A coding system was used to come up with codes (Liberante, 2015). Lesson Plan Sequence and scope summary (particular subject requirements to appear on sequence and scope) Strand: Measurement and Geometry Sub strands: Time: Recognizing Duration: 5 weeks Unit overview Here, students learn to match familiar activities with time frames, organize their own time, and manage activities that are scheduled. In this unit, it is crucial to take into consideration the individual approaches of communication used by students. Responses by the students may be communicated through facial expressions or gestures. The activities presented may demand adaptation to allow students to respond using their individual communication strategies Outcomes Students recognize time in contexts that are familiar contexts, recognize and relate time in varied contexts. Assessment Observing students sequencing events/activities matching activities. Students making use of a time table using a timetable to plan activities. Conclusion This paper provided a critical evaluation of the article by Capern and Hammond (2014). It consisted of the introduction and the key talking points of the article. The participants of the research study comprised of Western Australian secondary school students who were recognized as having EBD or gifted. The findings of the research indicated that students who are gifted and those with EBD had varied perspectives in regards to which teacher behaviors were most crucial for establishing a constructive relationship. The article outlines ways of giving gifted students and the students with EBD what they need. Capern and Hammond (2014), assert that interactions between students and teachers are fundamental in developing a healthy and fruitful learning environment that will have positive outcomes for students in general. References Capern, T., Hammond, L. (2014). Establishing Positive Relationships with Secondary Gifted Students and Students with Emotional/ Behavioural Disorders: Giving These Diverse Learners What They Need. Australian Journal of Teacher Education, 2-18. Gehlbach, H., Brinkworth, M. E., Harris, A. D. (2015). Changes in teacher-student relationships . Educational Psychology, 6-18. Hussain, N. (2017). Positive Teacher-Student Relationship and Teachers Experience-A Teachers Perspective . Global Journal of Management and Business Research Interdisciplinary , 3-21. Knoell, C. M. (2013). The Role of the Student-Teacher Relationship in the Lives of Fifth Graders: A Mixed Methods Analysis. Education and Human Sciences, 21-45. Liberante, L. (2015). The importance of teacherstudent relationships, as explored through the lens of the NSW Quality Teaching Model. Journal of Student engagement: Education Matters, 6-19. Luz, F. S. (2015). The Relationship between Teachers and Students in the classroom: Communicative Language teaching Approach and Cooperative Learning Strategy to Improve Learning. Journal of Education, 5-7. Muller, C. (2014). The Role of Caring in the Teacher-Student Relationship for At-Risk Students . Journal of Education, 5-16. Verloop, N. (2017). Positive teacherstudent relationships go beyond the classroom, problematic ones stay inside. Journal of Educational Research, 32-98.

Transformation and Change in Australia Between 1850

Australian theatre and film can be traced way back to the year 1850. It began as a theatre industry majorly characterised by short, simple and live stage performances which involved a limited number of actors. The modern industry is now characterised by documented films and movies with complex themes and large cast crews.Advertising We will write a custom essay sample on Transformation and Change in Australia Between 1850-1945 specifically for you for only $16.05 $11/page Learn More The industry transformed and developed with time and by the year 1945, Australia had already made a name in the world’s leading film and movie industry. The industry has since seen rapid developments especially in audience population, convenience, the target audience and the quality of productions. Nowadays, the modern cinema industry is more portable and a convenient mode to distribute artworks is a technological improvement in the theatre industry. All these transfor mations took place in phases and had underlying factors (Mclnnes, 2012). The period around the year 1850 was characterized by plain acting and comedy. Most people engaged in the theatre industry were much concerned with entertaining the audience and most productions in this era comprised of short skits, comical oral presentations and acted comedies. These were more entertaining but lacked concrete themes, thus the productions of these periods lacked professional aspects but were much inclined to creativity and comical concerns (Mclnnes, 2012).  The people involved took the theatre industry as a part time occupation and some did it for fun. It was majorly for the most talented in the society who were up to entertain, sometimes at no charge. Therefore, most presentations were short and simple to understand, with less professional contributions and complexity which catered for the entire social class fraternity. Theatres were accessible to every member of society with no discriminati on of any type as they were viewed as pure social amenities. The entry of film scholars in the theatre industry brought rapid changes in the industry such as professionalism and research to make productions that would be more appealing to the audience at various times. The theatre industry ceased to be a talent industry but a livelihood occupation. The plays were much organized and some were purely meant to tackle certain vices or issues in society.Advertising Looking for essay on cultural studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More As art demands, literal works are meant to indirectly tackle society issues. This was more common with productions of this time where producers employed various stylistic features (Moran Viet, 2005).  For instance, a play on a certain vice could only be interpreted by a critical analysis. Thus, this meant more complexity in theme development of most productions. This was a major setback to the semi -literate class who could not interpret the articles on their own along the intended scope. This meant the literate class remained the major target group for the theatre works.  Scholars also took to acting as an art and a profession making it a source of livelihood. This meant that they solely relied on the proceeds from the audience and sale of their documented works to earn a living. Consequently, this locked out members of society who could not afford the now increased charges. Hence, the overall effect was that it led to the seclusion of the lower class in society from the theatre industry (Moran Vieth, 2005). Technological innovations and development coupled with a need for documentation and audience convenience gave rise to Cinema production. This was among the latest breakthrough in the film industry as a cinema allowed collection of thematically related articles, further modification and documentation of the same creative artworks into movies. Due to the technological br eakthrough, people could access the literary works at a place and time convenient to them unlike with the theatre where one needed to be available coherently with the schedule. Consequently, this made the literary works more portable and accessible to a larger population even outside Australia. The latter was the biggest advantage of cinema over theatre and the major reason why a large population opted for cinema (Vieth Moran, 2006).  Cinema production opened up the theatre industry which was otherwise confined on stage performance to a wider scope of action. Cinema production requires a larger geographical space for shooting as well as a large cast crew which did not only constitute actors but other technocrats involved in the whole process. This led to further expansion of the industry as it drew members from across the board since most people who were necessarily not artistes could still venture into the industry (Cook, 2007).Advertising We will write a custom essay sampl e on Transformation and Change in Australia Between 1850-1945 specifically for you for only $16.05 $11/page Learn More The overall development of the theatre industry into the modern day cinema and film industry in Australia came as a result of the swiftness of the involved personnel to respond to the changing audience requirements. For instance, when there was a need for thematic concern and professionalism in the industry, scholars like Gillian Armstrong and Phillip Noyce alongside other film writers came in. When a need arose for documentation of the productions to suit audience convenience, the cinema industry was developed. A breakthrough in technology was a major boost to the development of the industry. This ensured that the industry was updated and at pace with the evolving world (Vieth Moran, 2006). In conclusion, the availability of many successful film producers and ancient actors also played a major role in the development of the Australian film industry. The latter also served as role models and always brought new talent to the industry. They encouraged many scholars take to film and theatre production. Australia had its name among the best film producers making it easier to market their creative productions which boosted the film industry (Cousins, 2006). References Cook, P. (2007). The Cinema Book, Third Edition. London: British Film Institute.  Cousins, M. (2006). The Story of Film: A Worldwide History, New York: Thunder’s  Mouth press. Mclnnes, W. (2012). The Making of Modern Australia. Sydney, Australia: Hachette  Publishers. Moran, A., Vieth, E. (2005). Historical Dictionary of Australian and New Zealand  Cinema. Lanham, Md: Scarecrow Press.Advertising Looking for essay on cultural studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Vieth, E., Moran, A. (2006). Film in Australia: An Introduction. Melbourne, Australia:  Cambridge University Press. This essay on Transformation and Change in Australia Between 1850-1945 was written and submitted by user Sonia Whitney to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.