American Beauty (1999) Summary and Analysis

American Beauty (1999) Summary and Analysis American Beauty recounts to the tale of one keeps an eye on look for satisfaction. The film acquaints the crowd with Lester Burnham, a common looking wedded man and father in his forties. Lester is in a cold marriage. Lesters spouse, Carolyn, is so enveloped with her land profession that Lester frequently asserts that Carolyn doesnt even recognize him. Besides, Lesters little girl, Jane, is totally far off, frequently guaranteeing how terrible she thinks her dad is. Also, Lester has devoted fourteen years to his occupation, and unexpectedly, he is at risk for losing his employment because of scaling down. These variables drastically impact Lester and come full circle into sentiments of franticness and powerlessness for him. Lester is along these lines looking for a getaway and a resurrection. He is looking for the smallest chance of bliss. All through the story Lester is reliably thinking back on his past; wishing he could have it back. In the first place segments of the story, Leste r, as the storyteller, expresses that it is never past the point where it is possible to recover your past. The impetus to this edge of thought is Janes companion, Angela. Lester feels energized by the idea that a high school young lady thinks he is hot. Lester catches Angela express that she would engage in sexual relations with him if Lester would begin working-out and develop his body. This drives Lester to change himself totally. Lester, in edgy inquiry of joy , finds a break in Angela. Much like a hormone-driven high school kid, Lester imagines that in the event that he can score with a stunner like Angela, at that point he will be renewed. Lesters strategic joy and getaway is additionally sustained by his multi year old neighbor, Ricky. In Ricky, Lester sees his model for resurrection. Lester calls Ricky his saint and is in amazement of Rickys certainty. Lester, at that point starts a change back to his cliché comprehension of what a young person is. Lester starts to work-out, smoke pot, and drink lager. Much like an adolescent, he defies obligation by leaving his place of employment and; consequently, bypassing his obligations as a supplier to his little girl and spouse. Moreover, Lester precipitously, exchanges his Mercedes vehicle for a 1970s cherry-red Trans Am sports vehicle. What's more, Lester seeks after an occupation with minimal measure of obligation. He secures that position in a drive-thru eatery. These activities are considered important to Lester on the grounds that this is the best approach to get away and in this manner accomplishing bliss. The primary scene where the crowd is acquainted with Lesters change process is the point at which he first spots Angela. Lester and Carolyn chose to come and backing Jane at a school b-ball game where she is to play out a move at half-time. This scene is critical in light of the fact that it shows how Angelas sexuality persuaded Lester to defy what his identity is. Besides, this scene epitomizes Lesters qualities as a hormone-crazed male looking for sex. This edge of thought is connected more with youngsters than with men in their forties. The initial two specialized components used to embody this scene are structure and camera development. The scene starts with Lester and Carolyn as of now in the stands with the group. Angela, Jane, and different team promoters enter the image with option to left development helped by a panning camera shot of option to left. This foretells the interesting activities that are going to happen. Very quickly, into the move schedule, Angela is given an upward situation in the edge raised with dynamic creation. It is dynamic sythesis in light of the fact that there is development (Angela moving) inside a fixed edge. By giving Angela an upward situation inside t he casing this propose Lester is first seeing her. As the scene proceeds, and Angela has Lesters complete consideration, Angela is indicated moving towards the camera in another unique structure shot supplemented by the camera focusing in on her. This gives the crowd a thought with respect to the level of consideration that Lester is providing for Angela because of her sexuality. It additionally improves her quality. The scene proceeds with a static sythesis shot of Lester. It is static organization in light of the fact that there is no development inside the edge. The camera at that point starts to focus in on Lester. As the camera zooms, the group is wiped out and just Lester is appeared in the casing. Besides, the camera centers around Lesters eyes and causes them to seem greater than they really are. This makes Lester seem as though a creature slobbering at the mouth over something he wants. Now, the camera plays out a perspective shot indicating what Lesters eyes are focused on, and centers around Angela. This, by and by, shows the level of charm that Angela has put over Lester. Angela is likewise indicated alone in the casing. This shows in Lesters mind, just Angela and himself exist right now. Not even his little girl is of any importance. The scene closes with the camera at that point playing out a shot-turn around shot of Angela then Lester. This per mits the crowd to see that in Lesters dream, Angela is moving suggestively only for him and is giving as much consideration to him as he is paying to her. It is essential to take note of that Angela and Lester are never appeared in a similar casing in this scene. This recommend there is some obstruction that is between them, for example, the way that Lester is wanting a young lady that is his little girls age. Lighting is another specialized component that adds to the viability of this scene. At the point when the camera plays out a perspective shot from Lesters viewpoint to show the crowd that he is focused on Angela; Angela is appeared without anyone else in the casing. As expressed over, this is to show that Angela is the main object of Lesters consideration. Lighting adds with this impact. Lighting is utilized to concentrate the crowd on Lesters eyes and to show that he is being charmed by what he sees. As Angela is demonstrated alone in the edge, the foundation in the shot turns out to be totally dark. There is a brilliant light sparkling on Angela. The wellspring of the light isn't clear, and is originating from above Angela. The lighting in the scene is high difference and calm. It is high differentiation on the grounds that the distinction among light and haziness is clear. It is calm lighting on the grounds that Angelas shadow can be seen behind her and shadows can be seen on the remainder of Lesters face, barring his eyes.. The commitments that the lighting impact has in this scene are many. As a matter of first importance, the light sparkling exclusively on Angela adds to the crowd understanding that Angela is the object of Lesters consideration. Besides, light is typically associated with great and murkiness with terrible. The li ght commendations Angelas attributes since she is a virgin. Since the wellspring of the light can't be seen, there can be theory that the light is one from Heaven, sparkling down on her to give her honesty. Simultaneously, Angela is attempting to be someone that she isn't. She reliably asserts all through the film that she is explicitly experienced. The dimness out of sight of the shot can be the anticipating of what might be on the horizon in the event that she proceeds on this way of untruths. Despite the fact that she might be a virgin, unconsciously to Lester; Lester sees her and is thinking awful considerations. He is focused with her sexuality, as appeared through the move schedule his dream has Angela perform. Lesters contemplations which speak to dimness, are appeared as encompassing Angela and her blamelessness. Altering supplements this scene by adding more definition to the relationship-to-be among Angela and Lester. The whole scene utilizes decoupage. It is decoupage on the grounds that the cutting is quick paced which proposes a practically disordered and unevenness viewpoint to the crowd and simultaneously it shows that the contemplations that are experiencing Lesters head are not normal, rather they are turbulent. Likewise, decoupage tends to utilize close-ups. This scene has a lot of zoom shots of Angela and Lester. Besides, it is critical to take note of that Angela and Lester are never shot together in the scene. They are independently shot in a shot-turn around shot style. This recommend a disunity between the them two. Once more, something is isolating the them two, for example, the age hole. Excluding the nonattendance of decoupage and ellipsis is significant in this scene. Nonappearance of decoupage requires a decelerated pace. A more slow pace would detract from the disordered vibe that decoupage brings and; in this manner, would not ponder well the relationship-to-be among Angela and Lester. Utilizing ellipsis would re quire quick paced cutting that would thoroughly analyze the activities happening in this scene with another scene. This would upset the scene and remove its adequacy. By demonstrating the level of enthusiasm among Angela and Lester in his dream; the crowd finds out much about Lesters aims and change. The utilization of sound adds to the adequacy of both Angelas moves and Lesters considerations in this scene. The scene starts with Jane, Angela, and different team promoters moving to a silent form of On Broadway. This is equal diegetic sound since it identifies with what can be seen on screen. The utilization of this tune is critical to the subject of this film. Lester is going to set out determined to be free. Lester is going to seek after joy. Similarly, On Broadway is tied in with seeking after another experience. On Broadway talks about coming to New York and being shocked by all the lights and allure of the city. In a similar way, Lester is going to be shocked by an American wond er, Angela. Further in the scene, through shot-turn around shot style, just Angela and Lester are in the edge (they are indicated independently); the melody On Broadway and the group can't be heard. This is a case of contrapuntal sound. Contrapuntal sound includes quieting sound past what one would typically hear on the off chance that he/she were in that scene. Utilizing this devise adds to the crowd understanding the measure of consideration that Lester is giving Angela. Lester, in his dream, is so captivated by Angela that it application

Organization Change Plan

Questions: 1. Build up an authoritative change plan that:a. Talks about the key changes that should be made after a merger.b. Screen inclines in the outer condition to recognize patterns that may affect the accomplishment of the merger. You should examine information from government sites, insights influencing the business, and so on for forward-thinking current patterns influencing the money related industry today. c. Takes a gander at potential/theoretical operational change prerequisites following the merger.d. Records the change prerequisites arranged by significance. This arrangement ought to be composed with the monetary establishment governing body as a top priority as you should introduce this arrangement to them. When endorsed, you should create and execute this change the executives strategy.2. Build up your correspondence/training intend to advance the advantages of the change to the association. The arrangement should expect to limit misfortune and center in actualizing the system t o unite the two organizations. You ought to likewise set up a draft timetable of exercises as a stage from which you can convey the correspondence plans to every applicable gathering and people in the money related organization. 3. In what capacity will you talk with significant gatherings and people for contribution to the change procedure when the usage commences?4. What boundaries to the change do you see as could reasonably be expected? Build up a hazard the executives and moderation plan for each.5. In your change the board plan, incorporate activity plans and exercises and the task timetable. You may utilize Critical Path Analysis or Grant Chart for this, yet may decide to utilize another technique. 6. How might you activity mediations and exercises set out in venture plan as per venture timetable.7. By what means will you enact the methodology and start the procedure for change?8. How and when will you direct assessment and survey? When might you alter the change the board ve nture intend to accomplish change program targets? Answers: 1.a. Vital Changes required during merger Most significant thing needs to survey the complete market by considering development factors assessing of future open doors in the market, current pattern of market and the criticism of clients. The assent of the board of the two organizations is required in combination process. The choices in regards to rebuilding of plan and parameters for the future ought to be taken by trading of data and information from the both side. 1.b. Patterns in the outside condition As per report, it is seen that wellness focuses have more prominent effect on Australian economy. It has improved wellbeing and efficiency in Australia. The income wellness industry is $1.2 billion out of 2012 and the commitment towards Australians GDP is $1.4 billion (Majumdar, Moussawi and Yaylacicegi, 2013). At present, Aerobic, wellness and rec center exercises are in second situation in the types of activity. As developing of fines industry, sport amusement are additionally developing in quicker rate. There is even has huge open doors for developing this industry. 1.c. Potential/Hypothetical changes Administrative progression level would be changed. At present, every Center Manager report to the CEO. In any case, post merger there will be include of two elements. Choice will be taken with assent of the two organizations. Business strategy is required to be changed. 1.d. Rundown of changes required I) First is required to set another name and logo for the inside. ii) The size of association ought to be expanded on the grounds that step by step the quantity of individuals expanding and it is getting blocked. iii) Routine calendar ought to be changed by clients. iv) New current machines ought to be introduced for training. v) new representatives need to select. 2. Correspondence Plan Great correspondence is imperative for combining two organizations. It is expected to make get staff and proprietors the genuine explanation behind merger and what is their future job and the job of association. An away from of message ought to be created from the very first moment. Messages might be in any language which can make them more clear (Lind and Stevens, 2004). It is imperative to cooperate in all arranging. It is expected to co-ordinate in timing and informing. In all correspondences procedure, senior administration ought to in front for exhibiting powerful initiative and clear future vision and furthermore ought to be prepared for up close and personal correspondence and media correspondence. The correspondence ought not be one way. Tuning in of people groups reactions is additionally imperative. Any issues (both inside and remotely) can't be overlooked and it ought to be screen in well way (Lind and Stevens, 2004). 3. Conference with pertinent gatherings and people The different procedure of interchanges can be use to cooperate with the gathering and individual, for example, bulletin, email informing, leading of preparation of each group, doing assemble workshops and orchestrating of meeting for counseling to gathering or person. Outer correspondence can likewise be utilized. 4. Hindrances to the change Merger process is mind boggling and tedious. It can expand the working expense of the association because of changing of innovation, giving preparing to laborers, leaving of representatives, and so forth. Workers can oppose changing of present culture. Merger process relies upon financial factors, for example, GDP, current circumstance of economy, authoritative and managerial method, current loan fee and world of politics of non-monetary perspective. The administration of styles of the two organizations might be unique (Hrebiniak, 2005). Worker opposition can be overwhelmed by taking appropriate activities. The board can do primer research with respect to the monetary prospects of the organization. Worker obstruction can be relieved through educating the representatives about the progressions and its advantages. Each choice ought to be made with discussion of the two organizations. 5. Activities plans and exercises and the undertaking timetable Exercises related with change the board are hierarchical rebuild, correspondence, preparing, the executives of opposition and usage. Each action is impossible in one day. Every action has its own span to finish it which can be determined through Critical Path Analysis. Longest way will be chosen which incorporates the all the exercises. 6. Set down and out intercessions and exercises In the event that any deferral is found in basic way as per expected, the explanation ought to be discover and fundamental move ought to be made. For example, if there is any issue emerge in correspondence process. Its explanation ought to be discover and conceivable move ought to be made (Majumdar, Moussawi and Yaylacicegi, 2013). 7. Usage of technique The methodology created by the assent of the two associations is actualized. Directions are given to the staffs about the activities. As per those operational plans, everybody begins to work independently and cooperatively (Glass, 1991). 8. Assessment and survey Organization begins its activity as per the actuated technique. Assessment and audit is required to improve any changes. In assessment process, the each movement and tasks are checked whether any issue or deviation emerge as per the norm. On the off chance that any deviation is discovered, the progression for change is taken to conquer that (Gleich, Kierans and Hasselbach, 2010). Reference Lists: Glass, H. (1991)Handbook of business technique, Boston: Warren Gorham Lamont. Gleich, R., Kierans, G. also, Hasselbach, T. (2010)Value in due perseverance, Farnham, Surrey [U.K.]: Gower. Hrebiniak, L. (2005)Making technique work. Upper Saddle River, N.J.: Wharton School. Bar. Lind, B. also, Stevens, J. (2004) Match your merger combination system and initiative style to your merger type,Strategy Leadership, 32(4), pp.10-16. Majumdar, S., Moussawi, R. also, Yaylacicegi, U. (2013) Merger Waves and Firm Growth: Contemporary Historical Evidence.Annals of Public and Cooperative Economics, 84(1), pp.1-16. Maksimovic, V., Phillips, G. also, Prabhala, N. (n.d.) Post-Merger Restructuring and the Boundaries of the Firm.SSRN

5 Comics to Watch for in June 2015

5 Comics to Watch for in June 2015 1. Drawn Quarterly: Twenty-five Years of Contemporary Cartooning, Comics, and Graphic Novels  by Tom Devlin (Editor) Drawn Quarterly is a Canadian publisher with a strong reputation for providing work of high artistic and production quality. This book is an anthology of work old, new, and rare that includes essays from a number of well-known authors, artists, and experts. Ive only had a peak at the massive tome (referred to as an eight hundred page thank you letter), but that was enough to tell me this is a wall-to-wall of masterworks I dont want to miss out on. Out  June 2.   2. Gotham Academy Vol. 1: Welcome to Gotham Academy  by Becky Cloonan, Brendan Fletcher, Karl Kerschel If you have been holding out on Gotham Academy, now is the time to grab it. The team on this book have managed to capture the signature shadows and intrigue of Gotham while injecting more fun and levity than can usually be expected from DC. Perfect for fans all-ages comics and more kid-friendly versions of Batman. Its like Scooby-Doo, if Scooby-Doo went to a Manga private school and had a secret vendetta against Batman. Get it  June 23 from, of course, DC Comics. 3.  Bodies  by Si Spencer, Tula Lotay, Phil Winslade, Megan Hetrick Told in four different eras from 1940 to 2050 Bodies is a murder mystery with a fascinating twist. Using a different artist for each time period makes the book a visual feast that invokes a monochrome Sherlock Holmes as well as technocolor sci-fi. This is one of those series particularly well suited to being read as a trade instead of in single issues. Out June 16 from Vertigo. 4. Ms Marvel Vol. 3: Crushed by G. Willow Wilson, Tikeshi Miyazawa, Elmo Bondoc Many fans are probably well-aware that the third volume of Marvels freight train of popularity is out this month. Normally Volume 3 of a series isnt something to make a big fuss about, but Kamalas star just keeps on rising and this story line brings new artists and new (to Kamala) villains to the table. Plus, this is another title I love waiting for in trade, since I just cant get enough of Kamala one issue at a time. Coming June 23 from Marvel. 5. ODY-C Volume 1 by Christian Ward, Matt Fraction ODY-C, in case you havent heard, is a retelling of The Odyssey  set in space with the genders all broken loose from their originals. The writing is carefully and deliberately constructed, maintaining the elements of epic poetry while building a vast and complicated new world in space. The art is epic all on its own, practically exploding off of every page and drawing you into an enchanting fever-dream galaxy. Get it from Image on (yep)  June 23. __________________________ Do you talk all things comics on Tumblr? Follow us over there for all our comics Tumbling. Sign up to The Stack to receive  Book Riot Comic's best posts, picked for you. Thank you for signing up! Keep an eye on your inbox.

Analysis of Smash Hits Essay - 2851 Words

Analysis of Smash Hits Smash Hits sells itself as a popular music magazine’; it fits well into this self-proclaimed genre and creates its image through the codes, conventions, and generic signifiers of that genre. For example, bright, bold lettering-the red and white titles, almost like a stamp. Generic signifiers and genre in general are vital to both the magazine and its audience, the audience use genre as a means of segmenting and recognition in the crowded magazine market. Genres, signifiers,†¦show more content†¦All three covers examined are very similar in both style and content, each with an almost identical layout. Whatever changes that do appear are few and subtle. Audiences not only influence, but also have the ability to control the magazine and its style. This layout and formula obviously works, and so it must continue in order to meet audience expectations and, in turn, maintain sales -profit is king. In relation to representation, the magazine knows exactly who its target audience is, and gives clues to this by the submission or omission of people, races, cultures and lifestyles. The magazine includes, white, young and childish pop stars with perfect bodies and immature behaviour. These impossible templates of beauty appeal to the young, teenage, white, middle-class, heterosexual audience as they seem to admire and relate to those featured in the pages of Smash Hits. Smash Hits is a mid-price magazine, at  £1.25. It is affordable without being too cheap. The language of the magazine is obviously targeted at a younger, possibly less intelligent audience. It adopts a highly colloquial register and avoids both complicated lexis and syntax, it tries to be inclusive of the readers thoughts and opinions, addressing them directly, and speaking in the first person. It uses subject specific words and jargon to create anShow MoreRelatedApple Inc. 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A Brief Biography of Maya Angelou - 746 Words

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Effects of Samsung Free Essays

Describe the development of the company over time (including its origin) and provide information on range of products and activities† From its inception as a small export business in Taegu, Korea, Samsung has grown to become one of the world’s leading electronics companies, specializing in digital appliances and media, semiconductors, memory, and system integration. Today Samsung’s innovative and top quality products and processes are world recognized. 1938-1957 Samsung’s beginning: In 1938 the Samsung’s founder Byung-Chull Lee set up a trade export company in Korea, selling fish, vegetables, and fruit to China. We will write a custom essay sample on Effects of Samsung or any similar topic only for you Order Now Within a decade Samusng had flour mills and confectionary machines and became a co-operation in 1951. 1958-1979 Diversifying in Industries and Electronics: From 1958 onwards, Samsung began to expand into other industries such as financial, media, chemicals and ship building throughout the 1970’s. Soon after, Samsung created its own electronic appliances. 1980-1989 Entering the global marketplace During the late 1970s and early 1980s, Samsung diversified and expanded globally. The company started building bigger manufacturing plants for its appliances and electronics from 1982 to1987 in New York, England and Portugal. 990-1999 Becoming a Global Force In the mid-1990s, 17 different products climbed into the ranks of the top-five products for global market share in their respective areas. Despite the 1997 financial crisis that affected nearly all Korean businesses, Samsung was one of few companies that continued growing. 2000-Present Pioneering the Digital Age Now, Samsung is per fectly positioned as one of the world’s recognized leaders in the digital technology industry, and they has won the No. 1 global market share for 13 of their products, including semiconductors, and CDMA mobile phones. Samsung Electronics Samsung Electronics was created in 1969, products include televisions and many other kinds of home appliances, telecommunications equipment, and computers. Its most important product is semiconductors. Semiconductors Lee had determined in the mid-1970s that high-tech electronics was the growth industry of the future, he formed Samsung Semiconductor and Telecommunications Co. in 1978. Utilizing its newly acquired knowledge, Samsung became the first Korean manufacturer of low-cost, relatively low-tech, 64-kilobit dynamic random access memory (DRAM) chips. Telecommunications Samsung first time offering was a car Phone in 1986, but it have poor reception and low sales. In 1993, a turning point came in company when it released the SH-700 series. Mobile of this Series have sleeker design and better sound quality, with a better product, Samsung reclaim more than half the mobile phone market share in Korea. Samsung cell phones found its way into American hands for the first time in 1996. A few years later, South America and Japan were enjoying the high-end design of Samsung Mobile phones. In early 2009, Samsung Mobile’s global market share stood at more than 17 percent, second only to Nokia. How to cite Effects of Samsung, Papers

Religion And The Changes Through The Years Essays -

Religion And The Changes Through The Years Overview: Physics of Magnetic Resonance Microscopy Magnetic resonance microscopy (MRM) is founded on the same physical principles as its clinical cousin, magnetic resonance imaging (MRI). Two crucial discoveries have made MRI possible. The 1952 Nobel Prize in Physics was awarded to Felix Bloch of Stanford and Edward M. Purcell of Harvard for their discovery of nuclear induction. Nuclei with unpaired nucleons (neutrons or protons) possess a magnetic moment arising from the angular momentum of these spinning nucleons. The interested reader can find a thorough quantum mechanical description in several excellent texts (e.g., A. Abragam, The Principles of Nuclear Magnetism (1978), P.T. Callaghan, Principles of Nuclear Magnetic Resonance Microscopy (1993)). Classical Interpretation A classical treatment of nuclear magnetic resonance is frequently used to give an intuitive understanding. Consider the unpaired protons of hydrogen in water. The proton is a charged particle with angular momentum. When a collection of these protons are placed in a strong magnetic field, the individual protons try to align with the external field. The angular momentum causes all of the protons to precess about the magnetic field much as the child's gyroscope precesses when placed on a pedestal. All the protons precess at a very explicit frequency, the Larmor frequency , given by the equation where is a constant. Because the collection is precessing in synchrony at , the vector components parallel to the magnetic field B0 add to each other to generate a net magnetization M which also precesses at . Measuring the effect on a single proton would be very difficult because the magnitude is so small. Because M is the sum of many protons acting synchronously, it is large enough to measure. If an additional magnetic field B1 is applied at this same frequency, M can be forced away from the longitudinal (z) axis into the transverse plane. But once in the transverse plane, M continues to precess. As it does so, it will cause a time varying signal (at the Larmor frequency) in any loop of wire (antenna) through which M passes. This is the nuclear induction, which forms the basis for nuclear magnetic resonance. Spatial Encoding for MR Microscopy Spatial encoding for MR microscopy is founded on the same fundamental principle as MRI-the use of magnetic gradients to encode nuclear magnetic signals. In a typical two-dimensional study, a gradient applied along the longitudinal (z) axis of the subject defines a slice that is selectively excited by the simultaneous application of a resonant radiofrequency (rf) pulse. Subsequent rf pulses and gradients are employed to generate and encode the signal in the selected slice, typically yielding a 256 x 256 digital array, with each element of the array representing the signal from an element of tissue volume (voxel) within the slice. Resolution in MR Microscopy The resolution in an MR image must be defined on a volumetric basis. A standard clinical study such as that shown in (A) of a human brain imaged at 1.5 Tesla employs a 5 mm-thick slice with an in-plane field of view of ~ 250 x 250 mm. Each discrete picture element (pixel) represents the signal from a 1 x 1 x 5 mm volume, i.e., a 5 mm3 voxel (volume element) of tissue. Images B-D are derived from a 3D MRM acquisition of a formalin-fixed rat brain imaged at 9.4 Tesla by averaging adjacent pixels. The calculated images B & C demonstrate the consequences of limited resolution on definition of brain architecture in the smaller rat brain. The resolution in B is comparable to the clinical scan of the human brain. It is made by averaging adjacent pixels from the original (high resolution) isotropic 3D array to produce voxel dimensions the same as the clinical scan (A) in a rat brain image. Image C, averaged to produce 64 times higher resolution than the human image (0.25 x 0.25 x 1.25 mm = 0.078 mm3), is still a poor depiction of the anatomy. The anatomy is seen more clearly in D (.086 x.086 x .086 mm = .00064 mm3), which is ~ 8000 times higher resolution than the images in A and B. Image D is one slice from the original 3D MR microscopy study of 256

buy custom American Culture during the 1820 and 1830s essay

buy custom American Culture during the 1820 and 1830s essay In the 1820s and the 1830s, America faced the era of democracy and era of eradicating slavery. During this period, America experienced the niche of democracy and there it involved national politics. In terms of democracy, the most prominent thing that was being addressed was the issue of slavery and the way it could be abolished from the system (Holt, 1983). Artists like Harriet Beecher Stowe advocated for a non-slavery culture; she wrote about the accounts of abolitionists and slavery in her book Uncle Toms cabin. This brought about the abolitionist transformation. In 1831, William Lloyd Garrison started publishing The Liberator, an abolitionist newspaper dedicated to equality for all Americans including the African Americans (CliffsNotes). There was radical abolition movement that was meant to eradicate slavery. Many historians were included in this era that included Robert Abzug, Richard Blackett, Aileen Kraditor among others. These fellows brought about the changing culture of America accepting African Americans as equal, and tried to eradicate slavery (Green, 2009). In this time, there also emerged a movement called Young American Movement, which was led by Stephen Douglas. The movement was meant to embrace and enhance commerce, technology, and internationalism. Through the combination of these two facts, the America became a great success. This culture brought about the Lincoln- Douglas debates. Lincoln said that the US could not be divided more to success as a half slave and half-free state (Johannsen, 1965). This would not bring up the economic success that the country needed. In this era, the need for democracy emerged, an activity termed as American Renaissance came to existence. It involved usage of newspapers, magazines, and communication articles to portray democracy. This was tested by poets like Whitman and Emily Dickinson; they used unrhymed and off rhyme verses to portray their messages. Most of the themes that they put on their articles were for slave liberation and economic enhancements. Buy custom American Culture during the 1820 and 1830s essay

Definition and Examples of Linking Verbs

Definition and Examples of Linking Verbs A linking verb is a traditional term for a type of  verb  (such as a form of be or seem) that joins the subject of a sentence to a word or phrase that  tells something about the subject. For example, is  functions as a linking verb in the sentence The boss is  unhappy. The word or phrase that follows the linking verb (in our example, unhappy)  is called a subject  complement.  The subject complement that follows a linking verb is usually an adjective (or  adjective phrase), a noun (or  noun phrase) or a pronoun. Linking verbs (in contrast to action verbs) relate either to a state of being (be, become, seem, remain, appear) or to the senses (look, hear, feel, taste, smell).   In contemporary linguistics, linking verbs are usually called copulas,  or copular verbs. Examples and Observations of Linking Verbs The Grinch is grumpy.In the movie How the Grinch Stole Christmas, the mayor of Whoville is  Augustus Maywho.In the book Horton Hears a Who!, Ned McDodd is the mayor of Whoville.This lemonade tastes sour, but the cookies smell delicious.Beth felt bad and wanted to go home.Tom felt Beths forehead and then he became upset.Though she appeared calm, Naomi was  extremely happy about her promotion.How often have I said to you that when you have eliminated the impossible, whatever remains, however improbable, must be the truth? (Sir Arthur Conan Doyle, The Sign of Four, 1890)If your daily life seems poor, do not blame it; blame yourself. Tell yourself that you are not poet enough to call forth its riches. (Rainer Maria Rilke)If any word is improper at the end of a sentence, a linking verb is. (William Safire,  How Not to Write: The Essential Misrules of Grammar. W.W. Norton, 2005)I became a feminist as an alternative to becoming a masochist. (Sally Kempton) Two Tests for Linking Verbs A good trick to determine if a verb is  a linking verb is  to substitute the word seems for the verb. If the sentence still makes sense, the verb is a linking verb. The food looked spoiled.The food seemed spoiled. Seemed works, so looked is a linking verb in the sentence above. I looked at the dark clouds.I seemed at the dark clouds. Seemed doesnt work, so looked is not a linking verb in the sentence above. Verbs dealing with the senses (such as looks, smells, feels, tastes  and sounds) can also be linking verbs. A good way to tell if one of these verbs is used as a linking verb is to substitute a form of be for the verb: If the sentence retains the same meaning, the verb is a linking verb. For example, look at the way feels, looks  and tastes are used in the following sentences. Jane feels (is) sick.That color looks (is) awful on you.The casserole tastes (is) terrible. (Barbara Goldstein, Jack Waugh and Karen Linsky,  Grammar to Go: How It Works and How To Use It, 3rd ed. Wadsworth, Cengage, 2010) Two Types of Linking Verbs These copular verbs (also linking verbs) can be divided semantically into two types: (1) those like be that refer to a current state: appear, feel, remain, seem, sound; and  (2) those that indicate a result of some kind: become, get (wet); go (bad); grow (old); turn (nasty). Be is the copula that most often takes adverbial complements that characterize or identify the subject: I felt cold; I felt a fool. (Sylvia Chalker, Copula, in The Oxford Companion to the English Language, edited by Tom McArthur. Oxford University Press, 1992) Using Linking Verbs With Complements for Emphasis Like the be  pattern, linking verbs may take nouns as complements. Some of the linking verbs have a little more acute verbal action than the be  equations: Everything became a mist.(C.S. Lewis, That Hideous Strength, 380) He became a castaway in broad daylight.(William Golding, Pincher Martin, 56) A simple syntactic structurea linking verb with a noun and two adjectiveshere makes an urgent point: War remains the decisive human failure.(John Kenneth Galbraith, The Economics of Innocent Fraud, 62) As predicate complements, adjectives that follow linking verbs often carry the new information and draw the stress. Argument remains inescapable.(Julie Thompson Klein, Crossing Boundaries, 211) She looked new and fresh.(Carolyn See, The Handyman, 173) In these linking examples, the major emphasis tends to fall on the predicate complement or, sometimes, whatever word or structure is at the end of the sentence. (Virginia Tufte, Artful Sentences: Syntax as Style. Graphics Press, 2006)

The assignment should be presented as a Journal opinion article and - 1

The should be presented as a Journal opinion article and address an economic issue of current interest to Wall Street Journal readers - Assignment Example There has been maintenance of the rate of federal rate by the Federal Reserve Bank where it has a standard short-term interest rate at near zero for over five years, even as the US economy has suffered a severe recession and slow recovery (Leubsdorf, 1). In March, there was an amendment on the Federal Reserve Bank advance direction on time that it may augment interest rates. Earlier, it had talked of 6.5 percent as had been stated in the threshold. However, it now awaits a significant time following the end of it bond-purchasing program, specifically if inflation is sustained at 2 percent. It is expected that the Federal Reserve Bank will end its bond-purchasing this year and the rates are expected to start rising next year (Leubsdorf, 1). According to the article, the rate of unemployment last month was 6.6 percent and descended from 7.5 percent last year. This information is from the Labor Department data. However, according to Mr. Rosengren, this is an underestimation of how severe the problem is. He argued that most individuals are taking part-time jobs as they cannot secure full-time employment, or have been searching for employment in the past year and have stopped in the last four weeks (Leubsdorf, 1). Inflation is below the target of the Federal Reserve Bank by 2%. Mr. Rosengren believes that it is hard to make estimates that are precise, especially because there has been a shift of economic activity since the recession, comprising the rate of household development, which is slow (Leubsdorf, 1). For the better part, the demand for goods and services is not connected to the interest rate of the market that is always stated in the newspaper, which is the nominal rate. However, it is connected to real interest rate that is as a result of subtracting the rate of inflation from the nominal interest rate. For instance, if one has a car loan

Soldiers Home written by Ernest Hemingway Essay Example | Topics and Well Written Essays - 750 words

Soldiers Home written by Ernest Hemingway - Essay Example Hemingway depicts a conflict revealing how society is demanding conformity from such struggling souls who fail to fit in the mold of that culture. The story takes a unique form as Hemingway sets it out for Harold Krebs who returns from World War I having lost all his possessions. It is his hometown which receives him with an odd expression, the community wondering why he returned so late. This dark picture of the society demanding and expecting Krebs to return to normal life reflects the cruelty and uncompassionate attitude towards the soldier. People expect him to glorify the experience of war, something that he did not even come close enough to experience. His familiarity with the war was as gruesome as for the other soldiers but, unfortunately, the community had already heard so many such stories that they refused to listen to his part. On his return home, Krebs already feared the stagnant life of his small hometown in America. Apparently, his father drove the same car but the onl y difference he could see was in the grown up and modern girls. Caught between the wishes of his pious mother and materialistic father, he induced self paralysis in him, an act he could not avoid because he could not adjust himself with the people around him. He wished for a simple life. But he has even gone in doubt about his relationship with God. When his mother asks him to look for a job for himself and says â€Å"There can be no idle hands in His Kingdom†, Krebs replies, â€Å"I’m not in His Kingdom† (Hemingway 351). According to Hemingway, Krebs is now just an observer and not the participant of his life. He does not feel the need to conform to the rules of the town such as courting a girl and settling down. He has no feelings for women. This depicts the negative connotations Hemingway hints at in the style of the story in which it is written. Surprisingly, Hemingway does not state whether it is good for Krebs or bad that he remains indifferent to the soci ety’s needs but ultimately gives in. Its demand for him not to change but remain who he was is very pressurizing for any human being leave alone an affected soldier who wishes to narrate his war experience to the people. When he does not get the right kind of attention he deserves, he is compelled to read books about war in which he had participated. He tries to comprehend his own experience by reading about the war. He has lost his natural experience which he did encounter during the wartimes as Hemingway states, â€Å"The times so long back when he had done the one thing, the only thing for a man to do, easily and naturally, when he might have done something else, now lost their cool, valuable quality and then were lost themselves† (Hemingway 348). When all is lost in a soldier’s life, there is nothing to give back but one’s own significant self. Krebs’ life is not destructive but people’s behavior has made it look like he will have to sec lude himself from the society if he resists the change they demand from him. His mother’s prayers for him and love for him signify a mother’s natural instinct; she is helpless in the hands of her husband and the people that surround them. She has become a typical woman of the era who would ask her son to do what the other boys his age are doing. He realizes

Self Assessment on Child Learning Environment

Self Assessment on Child Learning Environment Part A Reflecting on a childs learning and development as a practitioner is important in order to gauge an understanding of the childs ability to learn and how it can be continually improved. The National Council for Curriculum and Assessment (NCCA) developed a curriculum framework, known as Aistear, which supports practitioners in early childhood care and education (ECCE) settings to reflect, identify and assess childrens learning. Assessment of the childs learning allows the practitioner to gather an understanding about how the child thinks, their abilities, and interests. For a practitioner to understand and assess a childs thinking, abilities and interests they must interact with the child. Good assessment practices depend on listening, empathising, watching and talking with the child (Dunphy, 2008). It is through these types of interactions in everyday activities and experiences with the adult and other children that help form a successful learning process for them. In order to plan and develop appropriate experiences which the child will find enjoyable and exciting, it is important that the practitioner has a good assessment process in place in the ECCE setting. Through observation the practitioner can assess the childs progress and develop a plan to continually enhance the childs development further. It is up to the practitioner to interpret the childs learning using the aims and learning goals outlined by Aistear to then form and plan the learning further. The practitioner must observe to note childrens progress in all areas of their development including skills, dispositions, attitudes, knowledge and understanding (NCCA, 2009). Development through planning is done through two assessment approaches defined in Aistear which include the assessment for learning and the assessment of learning. Assessment for learning takes the approach of supporting and planning the childs learning through reflection and assessment whereas assessment of learning is the approach of measuring, comparing, analysing and reporting (Daly and Forster cited in Mhic Mhathà ºna and Taylor, 2012). These approaches use many different methods of assessment. Each method helps to create portraits of the childrens learning and development. Observation is a key method in assessing a childs learning. Observing a child allows the practitioner to physically see the childs capabilities and document their learning. It allows them to see where the child excels or where they may need further support. It can also show a practitioner how a child interacts in social situations and how they play. While many practitioners use this as their main assessment method it is not the only one. Through the use of different assessment methods the practitioner can form a bigger picture of a childs learning and development. Aistear outlines the five assessment methods; self-assessment, conversations, observations, setting tasks and testing (NCCA, 2009). Self-assessment consists of the children themselves assessing their own learning and development. The child can begin to identity their own achievements and progress. It is then up to the practitioner to help guide the child and discuss with them about their experience. Discussing and having conversations with the child allow the practitioner to further assess and gather a better understanding of the childs learning (NCCA, 2009). By using conversation as an assessment method the practitioner can gain a better insight into the childs thinking then they would from just observing, thus allowing the practitioner to offer the appropriate support for the child. These assessment methods so far discussed are very child lead assessment. It is the child who shows the practitioner their learning and development with the practitioner acting as an observer. Observation can also be adult lead assessment as well as setting tasks and testing. If the practitioner needs to collect information on certain aspects of the childs learning they may design certain activities to help them do so (NCCA, 2009). Through observing, the adult can design activities which interest and excite the child to help them further gather information they may have set out to obtain. From setting these tasks the practitioner can help explain and encourage the child to further their learning and development. This is similar to the assessment method of testing. The assessment should focus on strengths and also aspects which may need further improvement (Dunphy, 2008). The practitioner complies all they have learned through observing and discussing with the child to test the child on certain aspects of their learning and development, such as social abilities. This can allow the practitioners to compare the outcomes with other children of similar ages therefore allowing t hem to see which children are meeting their milestones and who may need further assistance. There is a huge necessity for these assessment methods because without them the practitioner would not be able to understand or have the information needed to assist the child appropriately to develop into a well-rounded holistic child. While using Aistear as a framework to help with good assessment practices in ECCE settings the Centre for Early Childhood Development and Education developed the quality framework Sà ­olta, which also promotes good assessment practices. Sà ­olta was designed to assess and support ECCE settings to continually improve the environment for which the child learns and develops. Sà ­olta aids the practitioner to reflect upon their own role assessing themselves to ensure they are providing quality experiences for every child (CECDE, 2006). As well as reflecting upon themselves is allows the practitioner to assess the environment, equipment, curriculum and interactions, all areas which assist in childrens learning and development. While assessing the child helps create portraits of their learning and development it is also important to use frameworks, such as Sà ­olta, to assess the learning environment. Without an appropriate educational environment which engages, assists, challenges and offers the child different experiences then a child will not learn and develop to their full potential. Part B Lesson Plan for Spring Month: Febuary/March Weekly Theme: Plants Flowers Type of Setting: Montessori/Aistear Room: Pre-School Age of Children: 3-5 Rationale for topic: A child brought a flower to the setting which prompted the other children to want their own flowers. Lesson Plan 1 Hand Print Flower Date: 27th Febuary Number of Children: 8 Dispostions developed: Persistance, responsibilty, investigative, Curiousity, Fun, independence. Rationale for choice of activity: Allow the children to express themselves creatively through visual arts using paint. Make marks to record their own idea of flowers. Long-term aim: To develop their abilities to express themselves creatively, express their imagination and to refine fine motor skills. Develop a connection between flowers and spring. Aistear Link Codes: WB A3 LG1 COM A4 LG2 ET A3 LG1 Sà ­olta Standard: Standard 6: Play Component 6.5 encourages him/her to explore, be creative and use previous learning to make new meaning. Material and/or equipment needed: White paper, various colour paints, paint brushes. Plan: To begin the practitioner will demonstrate how to create a flower using your handprints. The practitioner will paint their hand using a paint brush, printing it in a circular motion around the page then using their fingers to paint the other parts of the flower. Once the practitioner has demonstrated to the children how to create the flower, the children are invited to explore the materials and create their own concept of a flower. Children will be able to choose their own colours and method to create their flower. Reflection: The activity went well as the children actively engaged with the idea of the activity, each creating and exploring their own idea of a flower. They demonstrated curiosity as they printed their hands on the page at different angles to make marks with the paint. The children each used different methods to paint the flower. Some imitated the practitioner while others just used their fingers or the paintbrush. I then noticed (P) had painted squares at the bottom of the page and asked them what did you make when you did these. (P) told me There flower pots, my mammy has lots of flowers in flower pots. This then got one child particularly curious asking me where do flowers grow and how do you make flowers. I told them how flowers grow from seeds either in the ground or they can be planted in a flower pot. The children then shifted their focus from the painting to the discussion and each child shared their idea on how flowers grow. Critique and Evaluate: As the children all wanted their own flower, I set them a task to design their own. They showed confidence in their ability to independently paint their own hands and design their own flowers with the different methods they those. By setting the children the task they have demonstrated the aim of the activity, to express themselves creatively by making marks to record their ideas. Setting the task enabled the children to choose their own colours acting upon their curiosity to explore different marks and experiment with different colours. During the task the children took the lead during the natural occurring opportunity of one child asking questions about where and how flowers grow. This prompted all the childrens curiosity as they all moved their focus from painting to get involved in the discussion. It is important when using the method of setting tasks outlined in Aistear as an assessment method that going forward I use their questions about the flower to co ntinue their interests in planning the next activity. Lesson Plan 2 Plant Flower Seeds Date: 28th FebuaryNumber of children: 8 Dispostions developed: Responsibilty, Curiousity, independence. Rationale for choice of topic: During painting our own flowers the topic of where and how do flowers grow was asked. Planting the seeds and physically watching the flowers will help give the children a better understanding of where and how they grow. Long-term aim: The children will be able to have a better understanding of working theories of where and how the flowers grow. It will also develop the disposition of responsibility as the children will need to care for their flower to help it grow. Aistear Link Codes: WB A3 LG5 IB A4 LG4 ET A2 LG3 Sà ­olta Standard: Standard 7: Curriculum Component 7.4.1 What strategies do you use in implementing the curriculum/programme? Example being facilitating the childrens interest. Material and/or equipment needed: Flower seeds, flower pots, soil, gloves, hand shovel and water. Plan: The practitioner will demonstrate how to plant the flower seed. The children will then be given the hand shovel taking it in turns to spoon soil into their flower pot. Using their finger they will place a hole in the middle of the soil and place the flower seed into the hole covering it over. Once the seed is planted, the children will then use a jug to water the seed. While planting the practitioner will discuss how we care for our plant and what it needs to grow. Reflection: This activity went really well as the children really engaged and showed interest. They demonstrated great independence and manipulation skills as they spooned the soil into the flower pots with great control. (B) did struggle with spooning to soil into to pot and (S) demonstrated great care Ill help you do it as she assisted (B) to get the soil in his pot. (S) than went on to discuss with the other children what they had to do next assisting each of them. Once the children had planted their seeds I discussed with them what the plant needed in order to grow. I asked I wonder what the seed needs to grow. (B) said you pour water on top of it while (A) contradicted (B) telling them No you just put it in the pot. I then said youre both right the plant needs water and soil to grow but it also needs sun. Where should we put the plants so they can get sun?. The children looked around the room (S) shouted to everyone the sun is at the window look as they decided we would place ou r pots here. (B) then reminded everyone we forgot the water lets put it on top the children took turns watering their plant. I discussed with them that the plant will grow roots and drink the water in the soil but this seemed to confuse them especially (B) who kept telling everyone that you pour the water on top of the plant. Critique and Evaluate: The link with Aistears method of assessment using conversations is evident during this activity as the children took turns in talking, listening and discussing their ideas with each other. It is also evident as I responded to the children agreeing with both (A) and (B) as we discussed and I gave feedback about what the plant needed. I also used conversation to prompt the children to share their ideas using an open ended question about where was best to place the flower to get sun therefore aiding the children in expressing their own views and making their own decisions, which Aistears Identity and belonging learning goals outlines. Through conversing with the children it has given them the opportunity to expand on their own knowledge about how to care for materials in their environment and what they need to survive. Lesson Plan 3 Experiment: How plants drink water using food colouring. Date: 1st March-3rd March (observed the flowers over a few days.) Number of Children: 8 Dispostions developed: Investigative, Curiousity, Fun. Rationale for choice of activity: The children will be able to see the food colouring stain the flowers as it absorbs the water helping them develop thinking skills as they can come to an understanding of plants absorbing water. Long-term aim: To continue their intrests about flowers and give the children a better understanding about how the plants absorb water. Aistear Link Codes: WB A3 LG 1 ET A1 LG4 Sà ­olta Standard: Standard 8: Planning and Evaluation Enriching and informing all aspects of practice within the setting requires cycles of observation, planning, action and evaluation, undertaken on a regular basis- the activity planned is from observing and evaluating the childrens interests and taking action to plan according to their needs and interests. Material needed: Food colouring, flowers, jug, and water. Plan: Under the guidance of the practitioner,the childrenwill fill a jug with water and place some flowers in the jug. They will then add food colouring into the water and place the flowers in an area of sunlight. With this activity the flowers need to be observed over a few days to observe the flower changing colour from absorbing the stained water. Reflection: The initial activity was short and prompted many curious questions from the children such as why is the water green how will they drink that how will it change colour. After discussing and answering their questions the children were eager to move on and conduct the experiment. They demonstrated their independence as once provided with the materials and instructions about what and how we were going to do the experiment, they supported and enabled each other to carry it out. I then observed the children as they continually went back to the flowers that day watching to see if they had changed colours. The following day, upon arrival the children raced to the flowers screaming with excitement to see that one of the leaves had green spots on it. (B) look everybody its gone green (S) the plant drank the green water (P) it drinks it from the bottom. Over the next few days the children still continued to have interest over the experiment as I observed them going over to look shar ing it with the other children and even their parents. Critique and Evaluate: From watching and listening to the children I observed how excited and involved they all got while discussing and carrying out the experiment. Using observation as an assessment method has allowed me to see how the children express their excitement and awe using their language, gestures and facial expressions. From taking a step back and observing the children I could see how the children expressed their feeling and thoughts with each other and their excitement to involve their parents. Using observation as an assessment method has shown me that building on the child interests to help them make sense of the world truly excites them. (See appendices for photographs of the activities.) Part C Using the topic of spring, the assessment of the activities helped to plan further activities based on the childs interests. Aistears outlines the features of good assessment practices which involve collecting, documenting, reflecting and using the information (NCCA, 2009). In each activity, the assessment of the activity benefited the child as it built on the childs past experiences which they shared to support the development of new learning. From collecting and documenting the childs interests, it allowed a portrait of the childs interests, abilities and knowledge to be assessed and used to plan further experiences which would help the child/children develop. From using the different methods of assessment such as setting a task, conversations and observation it allowed for appropriate activities to be planned according to the stage of development and interests the child/children were at. Observing over a period of time during the how plants drink water experiment highlighted how e xcited the children got from watching the plant change colour sharing the information with parents. This allows the parent to gain an insight into what the child is interested in which can be further developed outside the classroom. In each activity the children developed the disposition of curiosity. Their curious nature engaged the children to get involved in the painting, planting and experimenting. The activities also showed evidence of the childrens knowledge developing as while planting the children believed that pouring water on the top of the flower helped it to grow were it then became clear during the experiment that they absorbed water from the bottom. From planning the activities, to observing the children while implementing them and using Aistears different assessment methods to record and reflect on the experience, it gives a portrait of the child/children which helps the practitioner to continually provide and enhance future experiences to help develop a holistic chil d. References Centre for Early Childhood Development and Education (CECDE). (2006), Sà ­olta: The National Quality Framework for Early Childhood Education. Dublin: Centre for Early Childhood Development and Education. Daly, M and Forster, A. (2012). Aistear: the early childhood curriculum framework. In: Mhic Mhathà ºna, M. and Taylor, M., eds., Early childhood education and care: an introduction for students in Ireland. Dublin 12: Gill Macmillan. Dunphy, E. (2008). Supporting early learning and development through formative assessment: a research paper. Dublin 2, National Council for Curriculum and Assessment (NCCA) Aistear: the Early Childhood Curriculum Framework. Dunphy, E. (2008). Supporting early learning and development through formative assessment: a research paper: executive Summary. Dublin 2, National Council for Curriculum and Assessment (NCCA) Aistear: the Early Childhood Curriculum Framework. National Council for Curriculum and Assessment (NCCA). (2009) Aistear: The Early Childhood Curriculum Framework: supporting learning and development through assessment. Dublin: NCCA. National Council for Curriculum and Assessment (NCCA). (2009) Aistear: The Early Childhood Curriculum Framework: principles and themes. Dublin: NCCA.

Jasper Jones Southern Gothic Genre Essay

There are points in a person’s life when they must grow, drop their naà ¯ve illusions about the world and step into the shoes of an adult and accept the harsh reality of life. Jasper Jones is a ‘coming of age’ novel written by Craig Silvey set in small town Corrogan. With the main theme being right of passage or coming of age. Jasper Jones has been compared to a Southern Gothic Genre story. Using the narrative conventions of characterisation, setting and language elements of Jasper Jones will be shown to have a connection to the Southern Gothic Genre. Using the narrative convention of characterisation particularly of the novels protagonist Charlie Bucktin is the perfect example of a coming of age character in which Charlie overcomes the obstacles set before him to emerge as a stronger and well-developed character. A good example is on page 12, Craig Silvey demonstrates how the Southern gothic genre by using this example ‘It is a girl†¦ she is pale. In the silver light I can see she bears scratches down her arms and her calves and her face is smudged and bruised and bloody†¦ she is still. She is limp†¦ her head is to the side, like a piece of biblical art. She looks disappointed and sad. Surrendered†¦ â€Å"Who is it† Jasper Jones takes some time to answer Laura Wishart. Its Laura.’ We can infer the text that despite witnessing what appears to be a brutal murder Charlie still has enough presence of mind to think and plan and not be overwhelmed by the tragic death ha has just witnessed. Throug hout the story of Jasper Jones Charlie sees or reads some of the darker truths if the world beyond the naiveties of a child Charlie experiences: death, torture, racism, hypocrisy, abuse of power, adultery, scapegoat and other traumatic or dark experiences. Due to being subjected to this Charlie is forced to grow and step out of his comfort zone to take on the challenges and obstacles set before him throughout the course of the story. An example of this is Charlies confrontation of his greatest fear, insects. On pages 386-387 Craig Silvey demonstrates how Charlie comes of age by using this example ‘I look down. There’s a lumpy carpet of decaying peaches at my feet. It’s a windfall but  it does very little to dissolve my worry. Because hovering above them are dozens and dozens of insects. Mostly bees, I follow there flight and see a hive under a gutter in the house. There are black ants running trails, slaters and worms burrowing into the soft flesh. March flies, blowflies and houseflies. It’s the stuff of nightmares†¦ I look down my breath is short. There’s a teeming metropolis of insects down there†¦ I feel as though I’m already covered in them. Like they’re crawling all over my body, scratching and slithering. I clasp my hands together and grind my palms†¦ either way I have no choice I have to get brave.’ We can infer form these text extracts that from Charlies original plan to allow him safety, he must truly conquer is biggest fear. Because of the insects inside Jack Lionels background Charlie defeats his greatest fear and shows that he has developed from a boy full of fear into not a boy devoid of fear but one who has nonetheless conquered his fears. Charlie is faced with many obstacles found almost exclusively within Sothern Gothic Genre this link shows that elements of the Southern Gothic Genre are prevalent on Jasper Jones more specifically. Jasper Jones is set in a small town in Western Australia Corrogan, in the mid 1960s. Corrogan during the day is a beautiful town, full of kids playing sports. But at night Corrogan is a desolate place comparable to some settings of Southern Gothic Genre. On page 3 Craig Silvey demonstrates how the Southern Gothic Genre effects settings by using this example ‘After climbing my back fence we head downhill into Corrogan houses huddle and cluster together and then stop abruptly as we reach the middle of the town. This late the architecture is desolate and leeched of colour. It feels like we’re traipsing through a post card. We can infer from this text extract that small mining town Corrogan is a desolate place abstract of positive traits and full of decayed dark, derelict, desolate, disturbed and other characteristics only found exclusively within the Southern Gothic Genre. On page 300 Craig Silvey uses a second example of decayed or settings with this example ‘the yard beyond is scruffy and dilapidated. Along the boarder closest to the river, where the brush meets the property, a thick thatch of blackberries press through the rusted wire fence†¦ crows moan from grey leafless branches. They look like silhouettes. Crow shaped holes. We can infer from this text extract that Jack Lionels front yard during the night  is similar to the decayed, dark ominous and derelict settings often found within the Southern Gothic Genre. In addition each of there scenarios feature Charlie overcoming a fear and growing up or ‘coming of age’. Jasper Jones has been often compared to a Southern Gothic Genre one of the greatest examples of this is the speech used throughout Jasper Jones, particularly racism that is experienced most prominently by Jeffrey Lu and his family Craig Silvey takes advantage of the racism against Vietnamese within the specific time frame within Jasper Jones. Using racist phrases such as ‘fuck of Cong’ and ‘oh me so Solly’ page 78, creates a great example of Southern Gothic Genre using the flawed or deeply disturbed characters as a base. In addition to the racism experienced by Jeffrey there are examples of when his family is subjected to racism in particular Jeffrey’s father An Lu. When An Lu’s garden is affected by citizens of Corrogan the phrase ‘red rat’ is mentioned a racist phrase about Vietnamese. We can infer from this as another example of the flawed or deeply disturbed characters found in Southern Gothic Genre, In addition Jeffrey’ s immunity to the racist taunts shows his ‘unflappable’ will or coming of age outlook. In conclusion Jasper Jones has many likes to Southern Gothic Genre, in addition the main theme being coming of age or right of passage is seen repeatedly throughout Jasper Jones. Jasper Jones is connected to Southern Gothic Genre through the deeply disturbed or flawed characters and the decayed or derelict settings. Jasper Jones is a novel that has elements of Southern Gothic Genre all around it.

The Importance Of A Healthy Lifestyle For Individuals With...

Fritz’s mom is a parent that is clearly and actively involved in her son’s education. She has some valid concerns about her son’s education, and should work closely with the teachers and para-professionals to find balance between school and family functions in order to help Fritz live a healthy and successful life. According to chapter 3 in the Turnbull et al. text, a key aspect of family functions is affection, either by exchanging verbal and physical affection or exchanging unconditional love. Busy teaching programs with lots of rigorous homework, such as the one described by â€Å"The Dynamos† team, often interferes with some family’s only opportunities to catch up on the day’s events, or engage in recreational activities. When this happens it is useful to reconsider the plan to achieve a balance in meeting affection needs not just educational needs (p.57-58). Additionally, according Turnbull et al, recreation is an important part of a healthy lifestyle for individuals with disabilities, and is a helpful tool to get individuals interacting with the community, for Fritz he enjoys soccer (pg. 72). As stated, soccer acts as stress relief and makes Fritz feel as if he is successful at something, allowing him to develop strong self-confidence, which is important when he feels almost inferior to peers at school. It is important to work with the teachers at school to work to create a balance between recreation and school work because when family-professional partnerships are strongShow MoreRelatedObesity And Children With Special Health Care Needs : Special Considerations For A Special Population Review Paper1621 Words   |  7 Pageswatching what children are consuming. Abeysekara et al. relates to Natale, Camejo, Asfour, Uhlhorn, Delameter, and Messiah in regards of mentioning parents’ involvement with their child’s decisions. 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