Geography of water and energy resources Essay Example | Topics and Well Written Essays - 250 words - 4

Geography of water and energy resources - Essay Example In effect, Kuwait has a per capita income of approximately $60,541, which is higher than the per capita income in all G7 countries. Qatar has a per capita income that is over $93,000 because it has a low population and a very high GDP (Central Intelligence Agency, n.d.). In a summary, the Middle East OPEC members with low per capita income are the nations with a large population of Iran and Iraq. Despite the fact the G7 countries register high GDP that are above the $1 trillion mark, the Middle East OPEC members rival them on the distribution of wealth due to their small population and large revenue from oil. In most cases, Middle East OPEC members are viewed a struggling nations with no power to rival to the G7 countries. The reality is that citizens of small countries like Kuwait, Qatar, and UAE enjoy higher per capita income more than most G7 members. The only OPEC member that is considered poor is Iraq. It has per capita income that is lower than ten thousand dollars, which is the most inferior in all Middle East OPEC

Management Information and Communication System Essay

Management Information and Communication System - Essay Example Because of this capability, the buying and selling of goods and services are expedited and streamlined. Producers and consumers could now directly transact with each other, making it possible to eliminate middlemen, in the process. This is called e-commerce or e-business and it could take the form of several models. The businesses that operates an internet business model primarily to establish and maintain relationships with other businesses is called B2B business model. Here, the emphasis is for the Internet to facilitate transactions between business organisations. For instance, there is the case of Dell, who manufacture computers according to specifications provided other business organisations. Through the Internet, sales transactions between the company and its corporate clients take place, beginning with the placement of order details, the manufacture according to the specifications and the delivery of goods. Pride, Hughes and Kapoor (2011, p.484) explained that in this B2B pro cess, Dell reduces storage and carrying costs and avoids unsold inventory while consumers who directly transact with them eliminate costs associated with wholesalers and retailers. This latter aspect in the model receives more emphasis on the other business model called B2C or business to consumer model. Business organisations such as Amazon.com and Landsend.com are examples of companies using the B2C model. They primarily cater to individual consumers. In addition to product and service offering provided 24 hours every day and 7 days a week, B2C firms often attempt to build long-term relationships with their consumers (Pride, Hughes and Kapoor, p. 484). This is the reason why a core element in the online strategies of these organisations is customer services and extensive analysis of consumer data. The above models demonstrate how the Internet can provide innovations. The transactions that transpire over the web are electronically documented, which makes it easily organized and acc essed for consumer analysis, market research among other initiatives to determine consumer behavior and needs. These data inform business organisations to create new and effective products that can be successfully marketed and sold to the market. The information gathered over the web could help address emergent consumers needs and requirements as well as solve problems and challenges. For example, back in 1990s, Wal-Mart introduced its Retail Link system, an integrated and store-shelf data made more powerful by the Internet in automatically triggering manufacturing orders to its suppliers when stocks were low (Wailgum, 2007, p.50). Since then, Wal-Mart was able to introduce pioneering systems in supply-chain management such as the evolution of its revolutionary point of sale system and the communication of information therein. The above variables are just some of the many instances wherein Internet contributes to the competitive advantage of a business organisation. The fact is that this technological breakthrough is a fundamental component in the manner by which it can create consumer value. Because of this platform, the organisation can respond immediately to problems and challenges in the trading process. In addition, the Internet is an

Legal Requirements for Working With Children

Legal Requirements for Working With Children Identify the current legal requirements covering those working with children. Kindegartens, childminders, preschools, schools must be guided after Early Years Foundation Stage (EYFS) which is required by OFSTED. The EYFS requirements includes: the seven areas of learning and development; the early learning goals which must be achieved by the end of Reception school; the assessment requirements for assessing young children to ascertain their achievements and how and when practitioners have to discuss childrens progress with their parents. In the EYFS there are outcomes for each Area of Learning (ELG) which children have to achieve according to their age. Ill write few goals for each area: 1. Personal, Social and Emotional Development – children must be support and encourage to develop a positive sense of themselves and of others, to understand their feelings, to have confidence in their own abilities. Early Learning goals are: to be confident and enjoying playing in group; to form a good relationship with teachers and children; to work as a part of a class: take turns, sharing, nice behaviuor to be interested and motivate to learn. 2. Communication and Language – involves giving children opportunities to express themselves, to listen and speak in different situations. Early Learning goals are: interact with others, taking turns in conversation; use talk to express their feelings; listen and repeat words, phrases. 3. Literacy this goal aims to provide children with a large range of poems books and other reading materials and we have to encourage them to look in the books, to read and to write. The Early goals are: to hold book in right way and to turn pages; to explore sounds, words and phrases; to retell what they have read; to link sounds to letters of the alphabet. 4. Mathematics – children must be provided with opportunities to develop and improve their skills in describing shapes, spaces, measures, counting, using numbers, to understand the concept between â€Å"big† and â€Å"small† , â€Å"short† , â€Å"long† , â€Å"heavy† , â€Å"light† to notice shapes and patterns in pictures to represent numbers using fingers, sticks or other objects; to show an interest in representing numbers, shapes. 5. Understanding the World – this area involves to guide children to understand the world and community they live in through opportunities to explore, observe the environment, places, people, technology. The Early Learnings gols are: to ask questions about why things happen and how to work; to notice detailed features of objects in their environment; to match parts of objects that fit together; to understand and to know how things are used in different ways. 6. Expressive arts and design – involves providing children with a wide rage of media and materials to explore and play with it, as well to share their ideas, thoughts and feelings through a variety of art, dance, music movement, design and technology. For this area few goals are: to sing songs, to make music and dance and then to experiment with ways of changing them; being imaginative using what they have learned about media and materials in original ways; to express their feelings, thoughts through music, paint, craft. 7. Physical development – involves helping and encouraging children to be active and interactive and to improve their skills of coordination, manipulation and movement. As well we have to encourage children for healthy food choice. Childrens goals must be: move with control and safety in large or small movements; handle tools, objects, build towers from blocks; walk around, under, over, climbing equipment; children have to manage their own basic hygiene and personal needs such as: dressing/undressing, washing hands/face, going to the toilet independently. Understand the need for valuing individuality and how this can be supported in the child care setting. Usually in the setting there are children from different cultural backgrounds and all settings requires Children act 1989 which take account of childrens religion, cultural background, racial origin and linguistic background. All children have the right to a cultural identity and settings should recognise, respect and value the cultural identity of that child. Children learn quickly though playing, images, stories, songs that why practitioners should promote in the setting with positive images of all people, reflecting the wider society. Also, we have to ensure that people are shown in a positive light. For children, to understand diversity of society, one of the activity is to collect baby dolls from different ethnicities or to add to the doll house a ramp or a dollwith a wheelchair or crutches. Another way to support children to understand diversity is to ensure the dressing corner with clothes from different ethnicities. As well we can use images that can encourage positive discussion and perception of the world. Im working in Jewish setting and we have a topic â€Å"Festivals of light† which we discuss about different celebrations around the world and we have different activities according to these festivals. Below I will write a weekly planning for this topic for three areas of development. Personal, social, emotional development Physical development Expressive and design Monday Introducing the topic, circle time, talking about different celebrations around the world (Christmas, Chanukah, Diwali) Climbing steps to decorate the classroom with decorations. To make globes=liquid glue+glitter Tuesday Talking about different people celebrating different festivals. Who is celebrating from our class Chanukah, Christmas? Holding hands each other and dancing in the circle. Painting big candles= candle shape+yellow paint Wednesday How do we celebrate this festival in our own family? Dressing up and undressing with festivals clothes. Making Christmas tree=print circles on tree shape Thursday Talking about giving presents to our friends, be nice, kind with each other. Wrap presents with colourful paper. Decorating gift boxes with stickers Friday We make a summary of the topic. Party! Moving whole body: stamp feet, claps hands, twist, turn around, jump. fireworks=on black paper=paint=cotton sticks But respecting and valuing individuality is not just respecting childrens culture, also including children with special needs. All children have a right to a high quality childcare provision that meets their individual needs. And as a practitioner, we have to identify and remove the environmental barriers, for example: in consultation with childs parents, practitioners need to find out what lightings is good for a child with visual impairment. Or if a child uses crutches to move, the furniture in the setting should be altered to a better position to be more space and to put fewer activities in the same time but to be changed more frequently. Or if a child, or even a parent who uses wheelchair cannot get in the setting, a ramp need be built from concrete. 3.3 Identify the benefits of consistency with regard to positive and negative behaviour. Disciplining children take dedications and effort. Childrens character and their behaviour are forming from a very early age and consistency is the key to managing positive and negative behaviour. If we are offering positive consequences for good behaviours will encourager them to continue to have that behavior. But if we will provide negative consequences for misbehaviours will discourage the child to do that again. Also, consequences work best when applied immediately. Children understand better when they receive immediate feedback for their negative or positive behaviors. There are few points to encourage childrens good behavior: To be a good role model children usually copies adults actions; to show and say how we feel- we have to tell honestly how his behaviour affect us; to listen and communicate with children to understand their needs, to explain to them our expectations; to make the child feeling important- to ask him for help (â€Å"Please, can you help me to tidy up the toys†) and then to praise him. Another strategies to promote a positive behaviour are: Rewards systems-works well for young children, to help them manage their behaviors. We can use sticker charts which it should be displayed prominently in the classroom. For older children, sticker chart can work in another way: for example, if they earned three stickers they can have their favorite activity. Praise-is effective strategy which increase positive behaviors. Children love to get attention from adults and is good to let them know that we noticed how they are playing independently, waiting patiently, getting along with others or other positive behaviors. Positive reinforcement is a technique of behavior modification that is used to encourage good behavior. Positive reinforcement doesnt need to be a clear item, can be: giving a hug; using praises; giving a high five; or telling to another adult while the child is listening how proud you are of childs behavior. One of the best ways to provide a positive behavior is to allow children to help build the consequences if the rules are broken. Children are adept at pushing boundaries and its teacher responsibility to set the boundaries and to say â€Å"no† when children exhibit negative behaviors. Its very important to explain with a normal tone of voice to a child why they shouldnt repeat the behavior and teaching them how to behave. If they are pushing too much the boundaries, as adult, we have to apply immediately a negative consequence to deter them from repeating mishbehaviour. As I said, consistency is a key of addressing negative behaviour. As long we remind to the child of the consequences all the time they behave negatively, they soon will learn what is acceptable and what is not? Time-out is a good strategy for childrens disciplines and should be used as a consequence and not a punishment. The time out is effective because removes the child from all reinforcements that may encourage mishbehaviors and we need to have a specific place for time-out free of distractions and can provide to child with opportunity to calm down and to think at his behavior. We can use a timer and usually oneminute per oneyear of age. 3.4 Discuss ways in which conflict can be managed between children, and children and adults. Many children have difficulty with sharing, taking turns or finding appropriate ways to get their unmet needs. In this situation, teachers issue is how to manage a childs behaviour and to resolve a conflict. Is important in the nursery to be set few rules for childrens mishbehaviors and to ensure that are clear. Is good to involve children in making the rules and we have to explain why the rules are important. Usually children in nurseries have misbehavior such as bite or kick other children because of frustration or curiosity, but it can be it can be painful for children and adults involved. In this situation we have to: hug the child who was hurt and to give the minimal attention to the child who the aggressor; explain in simple words/sentences that biting/kicking is not good; and reminds to the child that he has to use words to ask for what he wants, rather than using aggression. There are few simple steps that adults can use immediately to assist children and learning them how to resolve a conflict: Help children to calm down- children when are faced with conflict, they can be full of emotions and not ready to cooperate with adult that why adult first need to speak with child using a calm voice; Discuss wants and needs- all children who are implicated in a conflict need to have a chance to say what they want or what they need. We have to listen the child and to approve nodding, to say short phrases or repeating what he said: â€Å"You really wanted that toy, but Jack had it in his hands?† Define the problem- after the child had a chance to say what he wants or what he needs, you will have to make this â€Å"want† or â€Å"need† into one neutral statement saying: â€Å"Hmmm, I see that both off you want to play with the same toy† Help the child to find a solution- in many cases it can be more ease just to tell children what they should do, but its not an opportunity to learn them how to solve their own problems. Children can learn this skill just from trial and error. That why we have to support and encourage children to find solutions to solve a conflict and both parties should be involved coming with solutions. Take a look at the solution- not all solutions that children suggest can work, and if a problem will continue adult need to begin the process over. Adult need to stay nearby to support the solution and praise the children when problem was solved: â€Å"Well done children, I see you found a way to take turns with the toy†. Reference list: Department for Education. (2012). The Learning And Development Requirements. Statutory Framework for the Early Years Foundation Stage. 1 (2), 3-10. Department of education. (2012). Statutory Framework for the Early Years Foundation Stage. The learning and development requirements. 1 (1), 6-31. Innis, G. (2013). Young children can learn how to resolve conflicts with adult guidance and support. Available: http://msue.anr.msu.edu/news/young_children_can_learn_how_to_resolve_conflicts_with_adult_guidance_and_s. Last accessed 30.10.2014. Morin, A (2014). Discipline Kids with Positive and Negative Consequences. Available: http://discipline.about.com/od/disciplinebasics/a/Discipline-Kids-With-Positive-And-Negative-Consequences.htm. Last accessed 29.10.2014. Raising Children Network. (2006). Encouraging good behaviour. Available: http://raisingchildren.net.au/articles/encouraging_good_behaviour.html. Last accessed 29.10.2014. Road, A. (2004). OBSERVING CHILD BEHAVIOUR. Available: http://www.newchildcare.co.uk/page6.html. Last accessed 01.11.2014. Smith,M. (2010). Valuing and respecting individuality. Develop positive relationships with children, young people and others involved in their care. 3.5 (3), 154-157. Thornes, N.. (2012). Basic Behaviour Theory and Techniques. Analysing the Antecedents and Consequences of a Behaviour. 5 (1), 50-64. Walker, M(2011). Childrenyoung peoples workforce. 3rd ed. Cheltenham: Nelson Thornes Ltd.. 52-63. Legal Requirements for Working with Children Legal Requirements for Working with Children To summarise the current legal requirements for those working with children. This should include reference to the 6 learning goals and how they could be implemented in a child care setting. History The Childcare Act 2006 became a law on 11 July 2006, and it is the first ever legislation exclusively concerned with early years and childcare, ‘according to‘: [1] â€Å"Northamptonshire.gov.ukâ€Å". This Act is concerned with providing positive outcomes for a child at risk of poverty, focusing on child matters like (safety, health, economic wellbeing, enjoying and achieving a positive contribution) and is also concerned with bringing the inequalities that may exist between children. The Act introduces the Early Years Foundation Stage (EYFS) for terms regarding children aged up to 5 years and this is a frame work that aims to support child care providers in delivering integrated early education and care for children. Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up. The Childcare Act 2006 provides for the early years foundation stage learning and development. THE EARLY LEARNING GOAL This is knowledge, skills and understand which young children should have acquired by end of the academic year until they reach the age of 5. The areas covered under the learning goals are set below: [2] www.gov.uk/government. Personal, social and emotional development Self-confidence and self-awareness: Children are confident to try new activities, and say why they like some activities more than others. They can speak among regular friends in a group, and share their ideas, and will choose the means they need for their chosen activities. They say when they do or don’t need help. Managing feelings and behaviour: Children can talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. For instance, ‘washing hands before eating.’ Making relationships: Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children. Understanding the world People and communities: Get children to talk about past and present events in their own lives and in the lives of family members. This method can open children’s mind about different culture maybe and so forth. The world: Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes. Technology: To make children aware of different technology is offered in different places and depending on situations is needed such as laptops at home and in schools they have computers for instance. This is good to keep children mind entertained with information on technologies. Physical development Moving and handling: Keep in track of children’s body control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing or colouring and so forth. Literacy Reading: Can children read and understand simple sentences? The phonic system is used to decode regular words and read them aloud accurately. With practice children can pick up words and say them easily next time. This can demonstrate understanding when talking with others about what they have read. Writing: Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple  sentences which can be read by themselves and others. Some words are spelt correctly  and others are phonetically plausible. Mathematics Numbers: Children count reliably with numbers from 1 to 20. Anything after 20 will be difficult for young children so with practice this can be done. Shape, space and measures: Children use everyday language to talk about size,  weight, capacity, position, distance, time and money to compare quantities and objects  and to solve problems. They recognise, create and describe patterns. They explore  characteristics of everyday objects and shapes and use mathematical language to  describe them. Expressive arts and design Exploring and using media and materials: Children like to look at their song on TV and listen to the song and sing it at the same time. They can also safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture,  form and function. Being imaginative: Children use what they have learnt about media and materials in  original ways, thinking about uses and purposes. For example, they can sing back to their friends the song they have learned by watching it in the TV. Explain what is meant by respecting and valuing individuality, and devise plan of how this can be implemented in the child care setting, a table format may be used in this task. Each member of staff within a childcare setting has a responsibility for the children in their care for the children’s well-being, learning and development. Each child therefore is valued and respected by all staff showing that they respect each child as a individual, realising each child has different strengths and weaknesses. By valuing and respecting children, positive relationships can be build up between staff, parents and children, this shows good practise by the setting, and if the setting has a proportion of children from different culture background, there could be a set day each month where a world day celebrates a particular child’s culture. This includes food, religion, cloths, songs etc†¦ and involves the rest of children by knowing and researching about different cultures. ACTION HOW BY WHOM ACHIEVED BY COMPLETED ALL STAFF TO EXPLAIN IN SETTING THE DIFFERENT CULTURES. The child care setting should be filled with images that encourage positive discussions and perceptions of the world offering different cultures and positive role models. Every child contributes to their culture. Get parents also involved in this task to see and observe how their children value others and respect them. Set the date completed of this task. REALIZE THE STRENGHTS AND WEAKNESSES OF CHILDREN. Providing good routines when children are interacting in a formal environment such as sitting down in a one place and have lunch together using the right cutlery and table manners, talking politely to each other and instilling good hygiene habits like washing hands or plates. This action can be observed from the staff and parents. Children achieve this themselves. Set the date completed of this task. Evaluate the benefits of consistency with regards to positive and negative behaviour and identify strategies that can be used to encourage positive behaviour in the child care setting. Making Consistency More Effective in negative/positive behaviour. If parents shows consistency in disciplining the child then this is a good thing, For example, if a younger child is hit by an older child and no consistency in punishment is being taken against the older child then he she will repeat it but if rigorous punishment is taken all the time then the child thinks twice on repeating their negative behaviour and the same can be said about positive behaviour. For example, If kids have to wait two weeks to earn a reward, it may not reinforce good behaviours today. Offering an immediate positive consequence will increase the chances the child will repeat that behaviour. Strategy (1) QUIET TIME. Quiet time, is a perfect time for children to just sit quietly and calm down and it helps staff to simply get on with work with minimum disruption. A child can be taken to quiet time without the whole class knowing and it is most effective when staff simply, quietly and calmly walk up to a child and ask them to come to quiet time. Quiet time is not about making a child feel bad but an opportunity for a child to be taken out of a disruptive situation and as a consequence for unwanted behaviour. This way staff are far more likely to end unwanted behaviour rather than temporarily distract a child from it. [3] Strategy (2) INTERACTION Read books with children, or play games with them. This is a great way to interact with them. Strategy (3) ROLEPLAY Role play examples of appropriate behaviours to teach children how to succeed in social interactions. Give children scenarios such as â€Å"What if you want a toy that someone else is using?† Discuss possibilities and help children try out their ideas. For example: â€Å"Can I use that puzzle when you’re done?† or â€Å"can I borrow your book when you are finished?† Strategy (4) WATCH CLOSELY Give great yet positive re-marks when a child does good like, ‘I’ve noticed you said hello to your friend’. ‘Well done for this so I will give you a sticker of achievement for this.’ Strategy (5) BEING SPECIFIC Be specific with feedback when giving attention, so children understand what behaviour is appropriate. Try: â€Å"The two of you were so helpful working together to bring chairs to the table.† instead of â€Å"Good job.† Describe the process involved in managing conflict between children and adults. You should at least refer to at least one behavioural theorist in you answer. What is conflict? Killen and Nucci define conflict as two children independently pursuing personal goals that happen to bring them into conflict (Arsenio Cooperman, 1996). [4] Conflict is a common occurrence for children. Many have asked â€Å"Is conflict healthy or unhealthy?† When looking at discipline, should conflict be seen as misbehaviour or a learning experience? Piaget believed that conflict in children was healthy, and if worked through, would help children to overcome their egocentric thought patterns (Arsenio Cooperman, 1996). Many young children have difficulty sharing, waiting their turn, or finding appropriate ways to get their needs fulfilled. Conflicts between children can be a daily occurrence with preschoolers and Michigan State University Extension states that â€Å"guiding children’s behaviour is an ongoing process.†[5] There are some worthy steps that adults can begin using immediately to assist children in learning how to resolve conflict. The steps take practice by the children who are learning them and patience by the adult who is modelling and teaching the steps. Help children calm down. Often when children are faced with conflict they are full of emotion and are not ready to begin a process of calmness. Approaching the child gently at his/hers eye level and use soft touch. Acknowledge that there is an issue and suggest some ways to calm down. â€Å"I see that you have a problem. It looks like you might need to take a few deep breaths to relax a little.† Stay neutral! When adults attempt to find blame in a conflict the situation can easily escalate strong emotions. Children at this point need to feel they are being heard in order to calm down. Talk about wants and needs. All children who are involved in a conflict need to have an opportunity to express what it is that they want or need. Stay focused on the ‘want’ and don’t focus on what happened. Reflect what the child is feeling by acknowledging his feelings with a head nod, short phrases, or repeating what he is saying in a clear manner. â€Å"You really wanted that toy and Joey had it in his hand.† Give the child’s feeling a name. â€Å"It is frustrating to want something that someone else has.† Define the problem. After getting the child to voice his want or need you will have to turn the issue into one neutral statement. Repeat what the children involved in the conflict are saying in a clear statement. â€Å"Hmmm, I see that two children want to play with the same toy.† WORD COUNT: 2027 REFERENCES: [1] Northamptonshire.gov.uk. [2]https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335504/EYFS_framework_from_1_September_2014__with_clarification_note.PDF. [3]http://www.parenta.com/2010/10/22/quiet-time-positive-promote-good-behaviour/. [4]http://www.kon.org/urc/dennis.html. [5]http://msue.anr.msu.edu/news/young_children_can_learn_how_to_resolve_conflicts_with_adult_guidance_and_s.

Insensitive Portrayal of Society and Cultuer in Disney Films Essay

The Not So Wonderful World of Disney The â€Å"Wonderful World of Disney† has been a part of America for as long as I can remember. With its movies, television shows, songs, theme parks, toys, and fictional characters, Disney is the epitome of children’s entertainment. Disney serves as one of the largest sources of entertainment to Americans, which is why it reigns as a commercial success and influence in our country. According to Henry Giroux, a popular critic of the Walt Disney Company, Disney’s immense success also represents â€Å"the power of the culture industries to mediate and influence almost every aspect of our lives† (19). However, does Disney stand for pure and innocent entertainment, or does it carry alternative motives that seem to be well-hidden from the public eye? Many critics argue that Disney productions have the ability to affect American children and families through their insensitive portrayal of certain aspects of society and culture. Critics mark the idea of negative social influences as one of Disney’s most ubiquitous problems. In a study done on the role of the Walt Disney Company, Vincent Faherty explains that Disney displays certain aspects of â€Å"social vulnerability which need to be raised to a level of public consciousness, given they do affect so many children and families â€Å"(17). For example, Disney emphasizes social vulnerability through the overwhelming male dominance displayed in their animated films. Faherty argues that even though there have been recent movies such as Mulan and Pocahontas, which portray strong female roles, â€Å"the quantitative disproportion of male characters in Disney animated films needs to be addressed if we expect children to be able to relate to appropriate role mo... ...Lives: Disney’s Cultivation, Co-Creation, and Control of America’s Cultural Objects.† Popular Communication. 12 Oct. 2004: 191-211. Byrne, Eleanor, and Martin McQuillan. Deconstructing Disney. London: Pluto Press, 1999. Faherty, Vincent E. â€Å"Is the Mouse Sensitive? A Study of Race, Gender, and Social Vulnerability in Disney Animated Films.† Similie: Studies in Media Information Literacy Education (2001): Academic Search Premier: MLA International Bibliography. EBSCOhost. U. Of Georgia Lib. GALILEO. 29 Oct. 2006 Giroux, Henry. The Mouse That Roared: Disney and the End of Innocence. Lanham: Rowman & Littlefield Publishers, 1999. 17-55. Pettit, Robert. Mickey Mouse Monopoly: Disney, Childhood, and Corporate Power: Study Guide. 28 Oct. 2006. tudyguide/html 4

Fast-Food Gone Bad Essay

An argument is an implicit dialogue that has importance to appeals. This is done by using different elements of an argument, in which the different parts are the claim (or thesis), the support, the evidence, the warrant, the appeals to the audience, and the counter argument that is being used in the scenario. In this essay that Michele Simon has wrote she examines the unhealthy choices of the some restaurants and explains on how they’re misleading the healthy people in the World. In Michele Simon’s â€Å"Even the ‘Healthy’ Choices at Fast Food Restaurants Are Unhealthy†, uses all of the parts and the elements of an argument in her essay. The first statement that Simon makes is â€Å"In response to sharpening criticism from nutrition advocates, fast-food franchises have added supposedly ‘healthy’ options to their menus† (Simon 473). This would be Simon’s claim, which would be the thesis statement of her argument. This is what the author or the person who wrote the situation is trying to tell you what they’re trying to answer or trying to prove in their argument. Arguments typically have three types of claims; claim of fact, claim of value, and claim of policy. In Simon’s argument her thesis is a claim of policy because she is trying to make a solution to figure out there problem and make it better so there can be something done about this or try to make better. We know there are many problems with fast food and Simon proves her argument by going on and saying different reasons for why this is true in her essay. The warrant is a belief or principle that can be assumed based on the argument. The warrant is never stated in great detail, and it must be drawn from statements made by the arguer. While it is not said by Simon her warrant is still clear and well understood. In Simon’s argument as implies that fast-food restaurants are not committed to the well being of their patrons (Simon). Also it is said that Simon thinks that fast-food restaurants are misleading to consumers who are trying to eat healthy. This also warrants that menu items are misleading and sometimes confusing for the consumer that is buying the product. The consumer could think that they were getting something healthier then a cheeseburger, but in all truth it’s actually worse than that cheeseburger. She must appeal to her audience in order to win the argument, by saying that a majority of fast-food restaurants are not telling the truth about their menu items and that there not healthy. The evidence is used to give strength to the argument and to prove the support for the claim. Many forms of evidence are found in examples, statistics, and expert is brought in to give valuable feedback on the argument. Simon provides many forms of evidence to back up her claim that she has possessed. In her first form of evidence she implies â€Å"The new Happy Meal option, which includes a sugar-loaded caramel dipping sauce† (Simon 473). She is implying that this idea is not much better then French fries because the caramel dipping sauce is full of sugar. Simon’s next problem was that she mentions â€Å"instead of a coke, kids can now have apple juice or milk† (Simon 475). This evidence Simon is trying to say that the apple juice and milk is still full of sugars and it’s still not good for your children. The next support of evidence for her claim is that she implies that â€Å"calling the chicken ‘crispy’ instead of fried is misleading† (Simon 474). She mentions that because if a person hears this that would automatically think that this is healthy salad. She is implying that is should just be called fried because so many people could get this confused. The logos support and evidence has support from multiple studies with facts and stats, given as evidence. Ethos supports from appeals to individuals in dealing with menu items and the choices on it. Pathos is used throughout her essay by giving thought to how unhealthy fast-food is. She mentions that â€Å"For a toddler who needs 1,000 calories per day, a Happy Meal consisting of four Chicken McNuggets, small French fries, and a low-fat chocolate milk totals 580 calories, or more than half of a child’s daily recommended calorie intake† (Simon 475). Simon is saying that no matter what you’re getting at a fast-food restaurant it’s going to be unhealthy for you, and your children. The counter argument Simon takes into consideration the argument opposing her claim, Simon doesn’t spend much time about a counter argument, but it is addressed in her essay. Simon grants â€Å"Go Active! Adult Happy Meal† (Simon 476). Which fell through and done away with because it didn’t work. Simon points out â€Å"In 2004 Ruby Tuesday reduced some portion sizes and added healthier items† (Simon 476). Another thing that Simon points out that was that â€Å"Wendy’s garnered great press in February 2005 for its ‘bold’ decision to add fresh fruit to its menu† (Simon 476). Simon has all of these examples for the counter argument that the fast-food industry is getting somewhat better. In conclusion there are many parts of an argument, and Simon uses all of these parts to successfully get her argument across effectively. She makes her claim, and then backs it up with the right support and to make his claim even stronger. Then she successfully gets the warrant across which has great appeal to the audience and is needed to make the claim that much stronger. Then finally Simon uses her counter argument to address to her audience what has been happening in the years past to try and fix the problem. Works Cited Simon, Michele. â€Å"Even the ‘Healthy’ Choices at Fast-Food Restaurants Are Unhealthy. â€Å". 473-75. Print. Excerpt from The Purposeful Argument: A Practical Guide. Boston: Patricia Bostian, 2006. N. pag.

Ancient Chinese Contributions Essay

As a young child growing up in Chicago Illinois, I remember my family excitedly preparing for the fourth of July fireworks show that took place annually at the Navy Pier. I remember staring up into the Chicago sky at night in anticipation of the first round of fireworks. The crowed all around me excited and ready for the show. From the beginning of the show with the first explosion and until the last firework faded into the night, I was riveted, almost in a spell. At that time when I was a child, I made no connection between the Chinese and this great spectacle that I loved to see. As I have grown older I have learned many things that escaped me when I was a child. I can remember sitting at home waiting for Kung Fu Theater to begin, I can recall most of the settings taking place during the early feudal times in China. I never really paid much attention to the display of fireworks in some of these movies or any of the other numerous inventions that the Chinese developed over time. I made no connections at all, now looking back it all makes sense, I understand the significance of those things I witnessed as a child. Now I understand the quality of life many of those things invented so long ago have afforded me today. The following is an excerpt from the Minnesota-China Connection website; You may think that fireworks are as American as the Fourth of July, but we would not have them without Chinese inventiveness. The first fireworks might have been an accident. Legend tells that a cook discovered the ingredients for black powder, and quickly the Chinese were entertaining themselves with beautiful displays in the night sky. In the year 1161, the Chinese used explosives for the first time in warfare. And who invented cannons and guns? The Chinese, of course. They also used gunpowder to make primitive flamethrowers and even explosive mines and multiple-stage rockets. The use of gunpowder in weapons gave those with access to the technology a greater ability to protect themselves from enemies or to conquer and control others. It greatly affected the balance of power in many parts of the world. Chinese firearms, fireworks and gunpowder were popular items of trade along the Silk Route (or Silk Road) to Europe. 1994-2011, The Franklin Institute) When I was a child I enjoyed fireworks so much that it has stuck with me all these years and so much that I made sure my children had the chance to experiences it too. Another memory comes to mind much later on in life and was while I was serving on board the USS Donald Cook DDG 75. I can recall one summer while we out to sea doing weapon systems certifications. During one particular evolution we fired more than 180 rounds from the ships 5† 54 main gun. After that evolution nearly every corner of the ship reeked of cordite. This particular assignment brought that memory back. This is the first of the most important inventions ever. Not just because of fireworks, but because the invention of gun power enabled the average man to hunt for food more effectively, kill his prey from a greater distance and take down larger animals. It also enable man to defend his family, home, community and or country. The second greatest invention would be paper, printing and publishing, this Chinese invention could be arguably the number one most important invention in the history of man. But if I had to chose with having paper or a gun, I will take the gun every time. But the ability to record and preserve information efficiently, could have only been done with the invention of paper. The ability to duplicate important documents for larger consumption by the general population could not have happened without this invention. Here is another excerpt from the Minnesota-China Connection website; In almost every respect, the Chinese were at the forefront of developing the printed word. In 105 A. D. Ts’ai Lun invented the process for manufacturing paper, introducing the first use in China. The paper was superior in quality to the baked clay, papyrus and parchment used in other parts of the world. By 593 A. D. , the first printing press was invented in China, and the first printed newspaper was available in Beijing in 700 A. D. It was a woodblock printing. And the Diamond Sutra, the earliest known complete woodblock printed book with illustrations was printed in China in 868 A. D. And Chinese printer Pi Sheng invented movable type in 1041 A. D. Exported to the Western world, it is similar to the technology that German printer Johann Gutenberg used in the 1450s to produce his famous editions of the Bible. And in 1155 A. D. , Liu Ching produces first printed map in China. The impact these inventions had on the educational, political and literary development of the world is simply incalculable. (1994-2011, The Franklin Institute) The third greatest Chinese invention would be the plow, this enabled man too master agriculture. This invention has been modified many times over the years but still maintains its basic function. It is the reason that large metropolitan centers are sustainable today. Without this invention the leap in agricultural production may never have taken place and we would undoubtedly live in a very different environment . Here is another excerpt on this subject from the Minnesota-China Connection website; Around the Third Century B. C. , China produced the moldboard plow for tilling farmland. This ground-buster had a wing-shaped cast-iron blade that turned up the soil more easily and efficiently. Eventually, these plows would revolutionize agriculture in the Western world. Chinese farmers greatly improved the ability of horses to pull wagons or plows with the â€Å"collar harness. † Unlike the â€Å"throat harnesses† used in Europe, the collar harness did not choke the animal. When horses breathed easier, they could pull more weight greater distances. The wheelbarrow is another laborsaving device invented by the Chinese during the First Century B. C. These one-wheeled wonders wouldn’t even exist in Europe before the 11th or 12th Centuries. The forth most important invention would be the compass, without the compass we would not be as effective exploring and mapping out our environments. This is what enabled us to cross the oceans as well as continents with certainty of location. The compass is at the heart of the GPS systems today, we use them every day now. We have them in our phones as well. We don’t have to pick up street maps if we don’t want too. This is without a doubt one of the greatest inventions the Chinese developed. We would be lost without the compass today. Here is another excerpt from the Minnesota-China Connection website on the subject ; By the third century AD, Chinese scientists had studied and learned much about magnetism in nature. For example, they knew that iron ore, called magnetite, tended to align itself in a North/South position. Scientists learned to â€Å"make magnets† by heating pieces of ore to red hot temperatures and then cooling the pieces in a North/South position. The magnet was then placed on a piece of reed and floated in a bowl of water marked with directional bearings. These first navigational compasses were widely used on Chinese ships by the eleventh century AD. The Chinese have invented so many things that go hand in hand with our life styles today. It is safe to say we would in no way be as comfortable or as efficient without those inventions. In addition to those inventions I have listed, here are a few more inventions that compliment the afore mentioned developments. The kite, a wonderful invention that led to the discovery and development of electricity later in history. Cast iron from the fourth century B. C. E. , also used in the development of the plow. The Horse Collar was another invention that enabled horses to be more effective when moving and pulling large loads. (1994-2011, The Franklin Institute) The Chinese developed collar was far more effective than western collars that literally choked the horse under strain from large loads. And lastly but in no way the least is the Wheelbarrow. Developed in the first century B. C. E is one of the most useful tools ever invented. If you have a home with a large amount of land then you will and can appreciate this unassuming tool. It is one of the greatest inventions to me because its powered by me and enables me to keep my property clean, fertilize and mix compounds with potting soil for flower beds. I move leaves, rocks and other debris on my property. (1994-2011, The Franklin Institute) The wheelbarrow is one of the most overlooked inventions the Chinese developed, it is one of those tools that you do not know that you need until you have to move large quantities of material, soil, mix concrete or clean up after a storm. That’s why it is my favorite and the most important invention to me, even though I do very much appreciate all the other inventions as well. (1994-2011, The Franklin Institute)

Civil War - Battle of Chancellorsville

Civil War - Battle of Chancellorsville Dates: April 30-May 6, 1863 Other Names: None Location: Chancellorsville, Virginia Key Individuals Involved in the Battle of Chancellorsville: Union: Major General Joseph HookerConfederate: General Robert E. Lee, Major General Thomas J. Jackson Outcome: Confederate Victory. 24,000 casualties of which 14,000 were Union soldiers. Significance of the Battle of Chancellorsville: This battle was considered by many historians to be Lee’s greatest victory. At the same time, the South lost one of its greatest strategic minds with the death of Stonewall Jackson. Overview of the Battle: On April 27, 1863, Union  Major General Joseph Hooker attempted to turn the Confederate left flank by leading the V, XI, and XII Corps across the  Rappahannock and Rapidan Rivers above Fredericksburg, Virginia. Passing the Rapidan via Ely’s Fords and Germanna, the Union forces  concentrated near Chancellorsville, Virginia on April 30 and May 1. The III Corps was to join the army. General John  Sedgwick’s VI Corps and Colonel Randall L. Gibbon’s division remained to keep up appearances against the Confederate forces gathered at Fredericksburg. Meanwhile, General Robert E. Lee left a covering force commanded by Major General Jubal Early in Fredericksburg while he  marched with the rest of the army to meet the Union forces. As Hooker’s army worked its way toward Fredericksburg, they encountered increasing Confederate resistance. Fearing through reports of large Confederate force, Hooker ordered the army to stop the advance and concentrate again at C hancellorsville. Hooker adopted a defensive posture which gave Lee the initiative. On the morning of May 2, Lieutenant General T.J. Jackson directed his corps to move against the Union left flank, which was reported to be separated from the rest. Fighting was sporadic across the field throughout the day when Jackson’s column reached its destination. At 5:20 pm, Jackson’s line surged forward in an attack that crushed the Union XI Corps. Union troops rallied and were able to resist the attack and even counterattack. Fighting eventually ended due to darkness and disorganization on both sides. During the nighttime reconnaissance, Jackson was mortally wounded by friendly fire. He was carried from the field. J.E.B. Stuart took temporary command of Jackson’s men. On May 3, the Confederate forces attacked with both sides of the army, massing their artillery at Hazel Grove. This finally broke the Union line at Chancellorsville. Hooker withdrew about a mile and entrenched his men making a  defensive â€Å"U.† His back was   to the river at United States Ford. Union generals Hiram Gregory Berry and Amiel Weeks Whipple and Confederate General Elisha F. Paxton were killed.  Stonewall Jackson soon died from his wounds.  During the night between  May 5-6 Hooker recrossed to the north of the Rappahannock,  due to Union reverses at Salem Church.

Leviathan essays

Leviathan essays Thomas Hobbes in his book Leviathan, during the course of his argument about the social contract we make to surrender our rights of nature a sovereign in exchange for order and peace touches the subject of liberty. Hobbes defines liberty as the absence of opposition( by opposition, I mean external impediments of motion). (Ch 21, p.136). In his argument, Hobbes claims that this state of liberty is mans natural state in which man fully exercises his rights of nature. Hobbes claims that this state of nature leads to warfare and a short life of strife due to everyone exercising or violating these rights. The answer then to Hobbes is for every one to forfeit these rights of nature and create the social contract and surrender to a sovereign in exchange for order. Though how much liberty is left to the subject once entering the social contract? Hobbes states The liberty of a subject lieth, therefore, only in those things which, in regulating their actions, the sovereign hath prae termitted (such as is the liberty to buy, and sell, and and otherwise contract with one another; to choose their own abode, their own diet, their own trade of life, and institute their children as the themselves think fit; and the like). (Ch21, p. 138). In other words the only liberty of subjects is that which is not regulated by any law created by the sovereign to whom all natural rights and liberty are surrendered to by agreeing to the social contract. According to the quote subjects are only free to conduct personal business as see fit, such as eating, sleeping, day to day business dealing, how one chooses to upbringing their children. It implies that upon entering the social contract the subjects liberty or unrestricted movement is now forfeited except in any area that the sovereign has not decided to regulate by passing laws regulate or is impossible to. ...

Perfectly Inelastic Collision Definition in Physics

Perfectly Inelastic Collision Definition in Physics A perfectly inelastic collision is one in which the maximum amount of kinetic energy has been lost during a collision, making it the most extreme case of an inelastic collision. Though kinetic energy is not conserved in these collisions, momentum is conserved and the equations of momentum can be used to understand the behavior of the components in this system. In most cases, you can tell a perfectly inelastic collision because of the objects in the collision stick together, sort of like a tackle in American football. The result of this sort of collision is fewer objects to deal with after the collision than you had before the collision, as demonstrated in the following equation for a perfectly inelastic collision between two objects. (Although in football, hopefully, the two objects come apart after a few seconds.) Equation for a Perfectly Inelastic Collision:m 1 v1i m2 v2i ( m 1 m 2) vf Proving Kinetic Energy Loss You can prove that when two objects stick together, there will be a loss of kinetic energy. Lets assume that the first mass, m1, is moving at velocity vi and the second mass, m2, is moving at velocity 0. This may seem like a really contrived example, but keep in mind that you could set up your coordinate system so that it moves, with the origin fixed at m2, so that the motion is measured relative to that position. So really any situation of two objects moving at a constant speed could be described in this way. If they were accelerating, of course, things would get much more complicated, but this simplified example is a good starting point. m1vi (m1 m2)vf[m1 / (m1 m2)] * vi vfYou can then use these equations to look at the kinetic energy at the beginning and end of the situation.Ki 0.5m1Vi2Kf 0.5(m1 m2)Vf2Now substitute the earlier equation for Vf, to get:Kf 0.5(m1 m2)*[m1 / (m1 m2)]2*Vi2Kf 0.5 [m12 / (m1 m2)]*Vi2Now set the kinetic energy up as a ratio, and the 0.5 and Vi2 cancel out, as well as one of the m1 values, leaving you with:Kf / Ki m1 / (m1 m2) Some basic mathematical analysis will allow you look at the expression m1 / (m1 m2) and see that for any objects with mass, the denominator will be larger than the numerator. So any objects that collide in this way will reduce the total kinetic energy (and total velocity) by this ratio. We have now proven that any collision where the two objects collide together results in a loss of total kinetic energy. Ballistic Pendulum Another common example of a perfectly inelastic collision is known as the ballistic pendulum, where you suspend an object such as a wooden block from a rope to be a target. If you then shoot a bullet (or arrow or other projectile) into the target, so that it embeds itself into the object, the result is that the object swings up, performing the motion of a pendulum. In this case, if the target is assumed to be the second object in the equation, then v2i 0 represents the fact that the target is initially stationary.   m1v1i m2v2i (m1 m2)vfm1v1i m2 (0) (m1 m2)vfm1v1i (m1 m2)vf Since you know that the pendulum reaches a maximum height when all of its kinetic energy turns into potential energy, you can, therefore, use that height to determine that kinetic energy, then use the kinetic energy to determine vf, and then use that to determine v1i - or the speed of the projectile right before impact. Also Known As: completely inelastic collision

Does the modern day target driven fire and rescue service need better Essay

Does the modern day target driven fire and rescue service need better management or does leadership provide the solution - Essay Example Several theories are explained in detail and related to the FRS to gauge which theory bets applies for the improvement of the operational system. Among these theories are trait, behavioral, contingency, constellation, participative, management, relationship, path-goal theory, action-centered leadership and the leadership grid. These theories prove that some of them are not applicable while some are in the given situation the analysis and discussion point out that management by objective can only be successful when there is leadership and thus both have to be implemented simultaneously. Towards the end recommendations have been given as to how the leadership can be improved with the goal oriented management. the private sector today is undergoing immense change with downsizing and greater work responsibility in their management systems. This according to Grint (2005) is because the people expect more for less and the same expectation has paved its way into the public sectors also where the people expect organizations like the fire department to provide more from the limited resources. To fulfill this demand, the fire departments have been undergoing drastic changes. This as George (2003) explains has become essential in order to be efficient and competitive in the market place. To suffice the demand of the people, and be according to the way the people want the department to be, the government has realized that the management system has to be adjusted so that the changing needs of the people may be met. At the same time, adds Taylor (2009) with the recession, the costs are increasing, people are paying fewer taxes and thus the fire department has a lower budget to work with and therefor e it requires to be more efficient and to maximize the use of its resources. The fire department has always been managed with the rank-based management system. However, the government wants to change

Dante and The Inferno Essay Example | Topics and Well Written Essays - 500 words

Dante and The Inferno - Essay Example hat have the most masterful and creative way in attributing symbolic retribution for the sins are found in the second which is the sin of lust, seventh is the sin of violence and the ninth and last circle which is the sin of treachery. Dante and his friend Virgil found in the second circle people who were __ with lust when they were still alive. To their surprise, they found famous people in history who is wallowing in the second circle of hell. The famous people from history whom they found in the second layer of hell were the adulterers during their lifetime such as Helen of Troy and Cleopatra. They suffered together with the other people in the circle with a strong wind that refuses to abate giving them eternal trouble and without rest. This strong wind is symbolic of the restless sin of lust that made them commit sin during their lifetime and now haunts them as a retribution in afterlife When Dante reached the seventh circle, he found that this pit was filled with people who were violent when they were style alive. Again, he found mythological figures in history in the seventh circle of hell. There he found Dionysius I of Syracuse, Centaurus and others. This circle of hell however differed from the earlier circles because this hell has three sections – outer ring for the killers, middle ring for the suicidal and the inner right for the blasphemers. The retribution to those who are in the outer right is being dipped for all eternity in the river of boiling blood and fire. The retribution for the suicidal are being turned into food to harpies. Those who are in the inner rings are subjected to burning rain while being in a desert. As expected, Dante’s vortex of hell has the most colorful retribution. There he found Judas who betrayed Jesus with a kiss and other biblical figures such as Cain who murdered his son Abel. Again this is divided into Caina, Antenora, Tolomea and Giudecca where the retributions were being immersed in ice as they look

OHS Safety Management System National Implementation Project Research Paper

OHS Safety Management System National Implementation Project - Research Paper Example Through communications management, project information will be generated, collected, transmitted as well as stored. Project risk management will ensure identification, analysis, and response to risks arising when implementing the project. Procurement management will entail procuring or acquiring goods as well as services for a project from external performing companies. The Project Management Institute describes the project management as the utilization of skills, knowledge, techniques, as well as tools to the activities of the project in order to meet the requirements of the project (41). This shows that those involved in managing a project have to strive to meet the expectations and needs of the people affected or involved by the activities of the project (Sai Global Limited). The main elements of this framework are the project management areas and project stakeholders. The stakeholders are the people affected or involved in the activities and encompass project team, project sponso r, users, support staff, suppliers, customers, and also project opponents. The implementation of a national safety management system will take place in four phases which will be used as an outline for evaluating the effectiveness of project implementation. Phase one will involve planning of OHS national Safety management system. Phase two will focus on reactive safety management processes. The third phase will focus on predictive and proactive safety management processes whereas the fourth phase will focus on operational safety assurance. This phased approach to implementing a national safety management system is a clear-cut process. It is evident that complex projects in management of projects are best progressed through breaking down... The paper tells that the Project Management Institute describes the project management as the utilization of skills, knowledge, techniques, as well as tools to the activities of the project in order to meet the requirements of the project. This shows that those involved in managing a project have to strive to meet the expectations and needs of the people affected or involved by the activities of the project. The main elements of this framework are the project management areas and project stakeholders. The stakeholders are the people affected or involved in the activities and encompass project team, project sponsor, users, support staff, suppliers, customers, and also project opponents. The implementation of a national safety management system will take place in four phases which will be used as an outline for evaluating the effectiveness of project implementation. Phase one will involve planning of OHS national Safety management system. Phase two will focus on reactive safety managem ent processes. The third phase will focus on predictive and proactive safety management processes whereas the fourth phase will focus on operational safety assurance. This phased approach to implementing a national safety management system is a clear-cut process. It is evident that complex projects in management of projects are best progressed through breaking down the entire intricacy of the task at hand into smaller and controllable subcomponents of the entire task. This will allow for smaller or partial resources allotment to complete activities subsets.

Special Stain NoteBook Research Paper Example | Topics and Well Written Essays - 3500 words

Special Stain NoteBook - Research Paper Example Again, the tissue is rinsed in the stain with cold water and finally, dipped in ethanol fixate, then in xylene for forty-five seconds (Yakovlev, 2009). Procedure (Steps): Bouin’s solution, an inorganic oxide, is used in microwave for one minute and is allowed to stand for fifteen minutes. Subsequently, for five minutes, the stain is washed in tap water, followed by the application of one drop of hematoxylin and is allowed to stand for ten minutes. Correspondingly, it is again washed in tap water for five minutes and then rinse in distilled water. In the following step, the stain is dipped in biebrich scarlet solution for five minutes and then rinsed in distilled water. Then phosphomolybdic or phosphotungstic is applied with a resting time of ten minutes required to discard it. Sixth, then transferred to aniline blue solution, and is kept for five minutes. The stain is then rinsed in distilled water. Again one percent of acetic acid is applied on the specimen and rinsed in distilled water. Finally, it is dehydrated and cleared (Media Lab Incorporated, 2015). Procedure (Steps): At the initial step, sections of the tissue is deparaffinized and hydrated and then suspended in distilled water. In the second step, 250 ml of iron stain solution is added to the specimen and dipped for thirty minutes. Then the specimen needs to be washed for three times in distilled water. Again it needs to be stained with 250 ml nuclear fast red solution for five minutes and then rinsed in distilled water. In the third step, the specimen needs to be dehydrated through 95% of alcohol for two changes, followed by the final and the last process to clear it in xylene solution for three changes and for two times, before covering the slip by using permanent mounting medium (Biogenex, 2015). Procedure (Steps): First, deparaffinize sections of the liver and hydrate it to deionized water. Second, oxidize the liver section in 1% potassium

Roadblocks to Democracy in Iraq Essay Example | Topics and Well Written Essays - 2000 words

Roadblocks to Democracy in Iraq - Essay Example They represent a turning point in democracy building in Iraq, and therefore, bring some light to the rather bleak picture. The future of democracy in Iraq is shrouded with doubt because there is a feeling that things go slowly. Three years have passed since the US military overthrew the thirty-five years old dictatorship in Iraq but violence has not slowed down and the state of anarchy is still prevalent. The amount of violence is incredible and it has reached a point where it spares neither the military nor civilians and neither coalition soldiers nor Iraqis. A state of rebellion has been going against the foreign soldiers since they first came to Iraq. Then violence was quickly veered towards Iraqi nationals who were suspected of cooperating with the US forces, and lately the Sunni-Shiite lashes and back-lashes have been making the news. The first waves of rebellion are suspected to be orchestrated by the followers of Saddam Hussein and more precisely former security agents in order to circumvent the US military superiority (Davies, 2004). An average of fifty-five attacks on coalition and Iraqi milita ry has been reported last year (Clark, 2005). It is clear that as long as the country remains instable, it would be hard to conduct any projects of nation-building. In such context, various observers and scholars started criticizing the very attempt of the US at democratizing Iraq putting forward the argument that democracy cannot be transplanted into a foreign soil but it rather should be home-grown. Indeed, a lot of talk has been going on whether it is proper to "export" democracies to nations in lack of. The US deems it a responsibility to expand the culture of democracy in the authoritarian states, notably Iraq. However, the fact is that there is Iraqi resistance to the American project. Surely, the resistance does not necessarily represent the majority of opinions but it has been particularly fierce. This nurtured a debate on whether there should be a transfer of democracy from one nation to another in the first place. One of the arguments that emerged from such debates is that each country has its own pace of democracy-building. In this respect, the violence and state of insurgency are understandable responses to imposition of a foreign c oncept or form of democracy. Whether the state of insurgency is a response to the imposition of democracy or not, there is one thing sure which is that Iraq has to restore order if it wants to grow into a democratic nation. A scholar, Bradley Cook, pertinently investigates the very implications of the process of democratization concluding that the difficulty experienced in Iraq is predictable (Cook, 2005). He first of all puts the issue into its historical context. Iraqis have not experienced democracy as a concrete reality for a long time. Four decades under the rule of the Ba'ath party had alienated Iraqis from the concept of democracy rendering it an abstraction, argues Cook. It does makes, according to him, all the difference to be growing in environment which is based on democracy, like American society, as opposed to a culture where there is none. This could be an explanation for why there is a national resistance to the US project of democracy in Iraq. He further assures that the democratization process as such is often violent, chaotic, and requires time. Read from this lens, the current situation Iraq is quite predictable. Bradley sees that the

First Essay Prompt Example | Topics and Well Written Essays - 1000 words

First Prompt - Essay Example What we see is only our dim reflections on the walls, metaphor for our imperfection and ignorance. There are prisoners in the cave who are chained to the floor in the darkness and unable to move their bodies to see what is happening around them. Under the protection of a parapet there are the puppeteers who display shadows on the walls. The prisoners are disillusioned that this is their reality. The story is told not from the perspective of the prisoners, but rather as a conversation between Socrates and Plato's brother - Glaucon. Plato's idea is that people are governed by the supreme forces of nature and Gods and we are unable to control our destiny and life. Everything is decided upon Gods and they are who captivate us and release us. And because people are under the possession of a higher power, we can not understand. Scharffenberger and Jowett (2004) comment that Plato's work "Republic" is identified mainly with the concept of the good. Plato's philosophy is often written as conversations and dialogues which shows that before reaching some conclusion the readers must be pres ented with all arguments and viewpoints (Scharffenberger and Jowett, 2004). In the "Allegory of the Cave" scene Socrates is the one describing the situation in the cave and he is the one to convey the idea that behind the prisoners puppeteers exist who move objects to resemble the reality. Another important aspect of the story besides our human imperfection and wrong interpretations of reality and goodness is that we often give names to objects to make sense of the world. However, language appears to be the limit of our understanding for the physical objects that surround us, and the invisible remains indecipherable and unreachable for our mind. Our thinking is bound by our imagination and we can think as long as we see and witness existence with our sense. Beyond this, our mind can not grasp other realities. Thus, human knowledge is full of mistakes and too limited. Once the prisoners of the cave are released they face different world - they see the sun, the light, the people around. They realize that these new images are the "truth", the reality. Now prisoners change their perceptions and start to believe that the sun leads their own existence. Scharffenberger and Jowett (2004) remark that this is the climax of the storyline - people regard as good what they are presented with. Then human goodness and knowledge are questionable, since they are not omnipresent and we do not possess them by nature. We have to discover them alone. So goodness and knowledge are controversial, because they depend on individual's reactions and beliefs. And there is no ultimate, supreme notion to unite them for all human beings. Apology is Plato's interpretation of Socrate's speech where they accuse him corrupting the young men of Greece through worshiping gods, which are not recognized by the state. With Apology Socrates defends himself and give reasons for his actions. "The Delphic Quest and the Gadfly are the two poles of Socrates' public self-vindication: the one submissive to the dawning wonder of the complexity of political and moral affair, the other aggressive in the hunt for clarification of this wonder (Newell 98)." Newell (2000) remarks that Socrate's philosophy consists of two dimensions. The holistic - represented by the Delphic Quest in Apology, and the analytical - embodies by the Gadfly. Socrates'

Roadblocks to Democracy in Iraq Essay Example | Topics and Well Written Essays - 2000 words

Roadblocks to Democracy in Iraq - Essay Example They represent a turning point in democracy building in Iraq, and therefore, bring some light to the rather bleak picture. The future of democracy in Iraq is shrouded with doubt because there is a feeling that things go slowly. Three years have passed since the US military overthrew the thirty-five years old dictatorship in Iraq but violence has not slowed down and the state of anarchy is still prevalent. The amount of violence is incredible and it has reached a point where it spares neither the military nor civilians and neither coalition soldiers nor Iraqis. A state of rebellion has been going against the foreign soldiers since they first came to Iraq. Then violence was quickly veered towards Iraqi nationals who were suspected of cooperating with the US forces, and lately the Sunni-Shiite lashes and back-lashes have been making the news. The first waves of rebellion are suspected to be orchestrated by the followers of Saddam Hussein and more precisely former security agents in order to circumvent the US military superiority (Davies, 2004). An average of fifty-five attacks on coalition and Iraqi milita ry has been reported last year (Clark, 2005). It is clear that as long as the country remains instable, it would be hard to conduct any projects of nation-building. In such context, various observers and scholars started criticizing the very attempt of the US at democratizing Iraq putting forward the argument that democracy cannot be transplanted into a foreign soil but it rather should be home-grown. Indeed, a lot of talk has been going on whether it is proper to "export" democracies to nations in lack of. The US deems it a responsibility to expand the culture of democracy in the authoritarian states, notably Iraq. However, the fact is that there is Iraqi resistance to the American project. Surely, the resistance does not necessarily represent the majority of opinions but it has been particularly fierce. This nurtured a debate on whether there should be a transfer of democracy from one nation to another in the first place. One of the arguments that emerged from such debates is that each country has its own pace of democracy-building. In this respect, the violence and state of insurgency are understandable responses to imposition of a foreign c oncept or form of democracy. Whether the state of insurgency is a response to the imposition of democracy or not, there is one thing sure which is that Iraq has to restore order if it wants to grow into a democratic nation. A scholar, Bradley Cook, pertinently investigates the very implications of the process of democratization concluding that the difficulty experienced in Iraq is predictable (Cook, 2005). He first of all puts the issue into its historical context. Iraqis have not experienced democracy as a concrete reality for a long time. Four decades under the rule of the Ba'ath party had alienated Iraqis from the concept of democracy rendering it an abstraction, argues Cook. It does makes, according to him, all the difference to be growing in environment which is based on democracy, like American society, as opposed to a culture where there is none. This could be an explanation for why there is a national resistance to the US project of democracy in Iraq. He further assures that the democratization process as such is often violent, chaotic, and requires time. Read from this lens, the current situation Iraq is quite predictable. Bradley sees that the

In this chapter the writer uses the setting of the chapter to explain the feeling of all the main characters Essay Example for Free

In this chapter the writer uses the setting of the chapter to explain the feeling of all the main characters Essay In this chapter the writer uses the setting of the chapter to explain the feeling of all the main characters. When we first meet the family they are walking down a road which is all dirty and surrounded by dirt. The nature around them is dying out or rotting. This we can apply to both characters feeling; Micheal feels like his marriage spoiled or ruined his chance of a good life or any fortunes. Whereas Susan feels like she is dying or has died in Micheals heart since he is ready to sell her like he wouldve sold a horse in an auction. Hardy uses nature many times in this chapter. At one time when Micheal is auctioning Susan we are told that a sparrow flies in and everyone watches the sparrow till it disappears. This could in fact be showing us Susans position. Everyone watches her till she is able to go out of the tent with Newson the sailor. Hardy uses a lot of contrast to show the readers Micheals two sides, in this chapter. In the last chapter we saw Micheal in his drunken state which was his dark side. We saw his greed and bad temper. In chapter 2 though we see Micheal when he is sober and when he finds out what he has done. He shows determination in finding his wife and takes responsibility, however even in this chapter we see Micheals bad side when he blames Susan for being simple minded enough to think the auction was binding. Also we see his negative points when he is too proud of himself to tell people why he is searching for his wife. We straight away see that these two sides of Micheals will be a great factor in this book. In this chapter Hardy relives the walk to Weydon-Priors. Only this time the people walking are in a more loving situation. Also there are two women. The women obviously feel love for each other because they are holding each others hands. The fact that they are both wearing black gowns straight away gives us an idea of why these two women have come back this way. Also this is the first time we see Elizabeth- Jane in her grown up state and we see that she is brought up as a very nice girl. Although we see straight away that she is brought up in a rich lifestyle when she tells her mother that the infirmity tent isnt respectable. At this point e see for the first time that Hardy adds suspence when he decides to bring Susan back to Micheal. The reader wonders why Susan is so determined to meet him. He main question is why ahs Susan never told Elizabeth when she is old enough to know. Casterbridge is described in great detail and because Hardy has a gift for description we can almost see the town come to life. We also find that the town is eager to spread gossip when two women willingly tell Susan about the gossip of the bread and the town. We can see from detailed point that the public will be a very important point in the book. Micheal also reveals his caring point when he tells the towns people that the wheat is not really safe to eat. We also se that Micheal is true to his oath not to drink, when in his meeting he only drinks water. Near the end of the meeting we see the Angry Micheal side when he makes a sharp retort. We see a description of Farfrae and immediately we can tell that he is the total opposite of Henchard. Both in looks and we think in personality. Also through the names of the pubs and inns we can see that maybe Hardy is trying to make a point. When they go to the three mariners then Hardy could be trying to say that they are among the waves of chance. The fact that chance plays a big role in this novel and especially in this chapter. Its by chance that Farfrae hears about the corn and has the solution or that Elizabeth-Jane notices him and that they all stay at the three mariners. Also the way Michael misses his family by a few minutes on his way to see the man. We can assume that Hardy is proving the powers working against mankind in this chapter. In this chapter we see little irony when Elizabeth-Jane says that they must stay at the fancy inn yet then gets a job as a serving maid which is not too respectable it self. While we can say that Elizabeth-Jane is making sacrifices for her mother, we can still remember that the towns people have seen Elizabeth serving them and they will remember her face later on. Also in this chapter we pity Michael when we learn that he is lonely and we guess that what he wants is a business partner or a friend. Farfrae is straight away the person that comes to mind. Though again we see a bit of fickleness in Michaels attitude when he cannot even remember the old mangers name. Farfrae then decides to sing fro the towns people and its by chance that the people are in the mood for his sad songs and Elizabeth-Jane who has been eyeing him, has her heart set on him. When the townspeople talk to Farfrae we know straight away that he has the ability to charm people and when he sings he is charmed them further. We can assume that the reason that the townspeople like the sad songs is because they feel like the story of the song represents them in a way, with their lost ideals. We can even see a bit of this in Micheal himself. Also Elizabeth-Jane misinterprets the songs that Farfrae sings and when her mother says he Elizabeth assumes its about Farfrae. These misunderstandings prove to be a problem later on. In the next chapter wee that both Susan and Micheal have to turn towards the younger generation to save themselves. Susan saves her marriage by sending Elizabeth-Jane with the note to Micheal and Micheal saves his business by begging Farfrae to say on as manager. When Elizabeth-Jane takes the walk through the town it creates a time of suspense because it is stalling the meeting between Micheal and Susan and it cuts the conversation between Micheal and Farfrae. Mostly though it shows us just how much power Micheal ahs in his town socially and business wise. Again we see a contrast between Michaels sides when at first he acts kindly towards Elizabeth-Jane, when he learns who she is. Also when he sends back Susan five guineas we feel that he is almost trying to buy her back since five guineas are how much was paid for her before. Yet we see his cold side again when he coldly turns down Joshua Jopp about his interview and he has created a new enemy at the same time. Later also Micheal explodes on Elizabeth-Jane and cannot even calm himself down. Also in this chapter we see a proud side of Michael when he asks to see Susan in a secret place and will not see her in public incase they might be seen and found out. Slowly we will see this part of his attitude be a big part of his downfall. In the next chapter when Micheal has asked to see Susan in the ring and we get the description of the place it automatically sets a place for something negative to take place. Almost a place where nothing positive can happen. Hardy backs this himself by saying, the boys cannot make this a good cricket field. This ring is maybe meant to show Hardys life in a way that Hardy is known for his architecture and his liking to the Greek mythology in a way. The Roundness representing the coliseum and the positiveness being kept away by ghosts of the past like the killed gladiator or the woman who was strangled. This is like a metaphor in a way to their relationship. Micheal will fall in battle and his control is so tight on Susan it might almost be strangling her. The next chapter gives us an idea of our speculation is chapter 3 about another woman in Micheals life. We learn that this woman is infact living in Jersey. We already know that when a person is included in Hardys plots he is never easily forgotten so when we hear about this woman we straight away know she will affect the plot. Again this chapter reveals a lot when Micheal reveals to his best friend that he is very lonely and would like a friend. We guess straight away that he ahs also made a mistake when he reveals his whole past to someone he has only known for a day. He tells Farfrae everything and doesnt think of any consequences that could later occur. We see Farfrae first ability in this chapter after he handles his position very well with his new boss. Even though he has plans to eat alone he decides to dine with Micheal and when he is asked about help on how to handle his problem with the lady in Jersey he gives an answer that could start the first sign of discord between the two people. He tells Micheal that he should firstly tell Elizabeth-Jane the truth about her mother and father and he disagrees and gets rather angry. Yet he forgets that it was him who in the first place told him about all his past secrets. In this chapter we finally see Micheal openly court Susan and then propose to her. Even though this should be good new the whole chapter caries ill will which is mostly carried by the townspeople. We can maybe use the natures reaction to show out the feelings of Micheal and Susan. When the two enter the church to get married it is raining quite badly and it is very dark almost showing how the two really feel about each other. Hardy uses these nature effects to show the reader how the two feel about each either. By hiding the meaning of the nature effects it almost showing that the two have hidden their feelings about each other. The townspeople also add most of the uneasiness. They dont actually know the secret about the wedding but they have an idea that something is not right. They immediately feel that Susan is not at the same class as Micheal which is ironic because Michael is the one with the worst background out of the two. In this chapter we know for sure that something about Elizabeth-Jane is being hidden because not only does Micheal keep going on about her hair colour but he starts asking her to change her second name. Also we find out that Micheal maybe getting rather annoyed with Farfrae when he gets angry at little things that Farfrae says. At one time he even dismisses Farfraes opinion by saying dont take too much thought about things. Also since Elizabeth-Jane has started growing in her new place she starts to bloom a certain beauty. Yet she still remembers her old lifes

Critical Analysis of Genre in the Film Industry

Critical Analysis of Genre in the Film Industry The topic of Hollywood and genre is multifaceted, dealing with definitions, characteristics and the social cultural roles genre performs. Steve Neales Genre And Hollywood (2000), and Rick Altmans Film/Genre (1999) take on board these a genders both offering a different theoretical approach to the topic, which I will analyze then voice my own conclusion on my findings. Both show that genre is an important, productive way of thinking about Hollywoods film history, and its audience. Each book presents new research, new thinking on genre that will be investigated and applied to its appropriate film style. Questions are raised from these existing accounts: that definitions of genre are restrictive and narrow, that traditional genres are inaccurate and that cultural theories are often over generalized. The arguments on the subject will be looked into detail, presenting my own opinions on these accounts. As genre is a complex subject, with many contexts, I will be breaking the subject up, firstly looking at definitions of genre, and general concepts applying them into individual genres. I will be looking at theories on genre by a number of people all different in there opinion. With the knowledge and understanding of genre, I will look into film noir, a critical category within the Hollywood film industry. Genre has occupied an important part in the study of cinema for years. Genre is French word, meaning kind or type. The term sub-genre is also used to refer to specific traditions within a genre ( as in gothic horror, slapstick comedy and so on). When genre is discussed or defined it is usally focused on commercial mainstream films, Hollywood films in particular. Barry Keith Grant states that genres are exclusively identified with commercial cinema: Genre movies are those commercial feature films which through repetition and venation, tell familiar stories with familiar characters in familiar situations Books and articles were being published in the 1940s and 1950s, in Europe and the USA, talking about individual Hollywood genres, establishing its self more, becoming an academic formal discipline in film studies. Theorists, critics and teachers of film at this time wanted to engage in the appearance of genre and genres inparticular with popular Hollywood cinema, offering a critical approach with a desire to displace or compliment films. Hollywood films had always been discussed by reviwers and critics, usally hostile to to the films Hollywood produced, arguing they aimed at mass market, conservative,commercially produced films lacking in realism, over loaded in fantasy. During the early 1970s a generation of critics began to value elements of popluar American culture, re-assesing its value. Here the auteur theory began, more simply known as auteurism. Based around three basic premises, firstly that cinema is a personal and individual expression. The second is that individual could be the director, a figure equivalent to an artist in painting. Lastly was that cinematography authorship wasnt to be found in just Hollywood cinema. An auteur is a director whos work is characterized by distinctive elements and traits in there films, stamping each piece of work with there own personality. The criticism is that films are just the personal expression of the director. Interpreting each film in the context of the film makers style makes the director responsible for the major creative descisions. The concept of the auteur theory is a crucial development in film theory, moving away from literary analyses of films narrative content to aspects of art and style specific in film. Many questions are raised on genre as a term, with little agreement on what it exactly means, if it can be clearly defined. Genre criticism firstly began from the notion that there are many kinds of literature, with different contexts. Aristotle tried to separate his poetry , from what we call lieterature into categories such as epic, lyric, tradgedy and so on. Distinguieshing each piece of works properties, working out particular properties of each distinctive kind trying to establish their relative importance, applying these into categories. Aristotles ideas were taken up during the Renaissance placed into a set of rules so that each style, were prescribed for each kind. This codeification evolved in the seventeenth and eighteenth centuries, literature was being divided more into categories, each with there own subject matter. Such a doctorial approach became frowned upon. In the late 1930s a Chigargo based school of critisicm known as the neo-Aristiteians, spoke out against this new criticism, which repudiated a historical approach to literature, believing literature exists by itself without contemporary or historical refrence. An attempt was made to rescue literature from isolation, resureting the theory of genres. Now that genre has become much more of a phenomenon, expanding hugly in Hollywood encompassing the cartoon, the B movie, the gangster film and many others. Now that genre has become multi dimensional the building of generic corpuses and audience expectations need to be addressed. Verisimilitude is a theory addressing the point of what justifies a genre, its systems of plausabilty, motivation, and justifications of belief. It is these systems of expectation which the spectator brings to the cinema, in which to interact with the film its self while viewing, providing the spectator with means of recognition and understanding. Verisimilitude helps render individual films of there generic corpuses, working out the significance of what is taking place on screen, why characters are dressed the way they are, why they are acting in a certain stlye. For example if a character bursts into song, the viwer will recognize that this particular film is a musical. Its plot is liable to follow certain directions rather then others, so these systems of expectation involve a knowledge of Verisimilitude which the viewer takes with them to the cinema. Todrov explains different regimes of Verisimilitude, with notions of propriety, of what is probable in a film therefore appropriate. In a musical bursting into song is appropriate therefore probable, there for believable in a musical, but not in a sci-fi or horror film. Murder is possible in westerns, gangster, and thrillers but unlikely in romantic comedy. Singing is obligatory in a musical, likely to be seen within its narrative, the spectator interacts with this being able to acknowledge its genre. Todrov explains how there are two types of Verisimilitude. Generic Verisimilitude and cultural Verisimilitude. Work is said to have Verisimilitude in relation to two chief kinds of norms. The first we call the rules of genre: for a work to be said to have Verisimilitude, it must conform to these rules. These rules Todrov refers to stem back to the idea of regimes within genres, with notions of probability. Todrovs second type of Verisimilitude has a more social context. But there exisits another Verisimilitude†¦that the Verisimilar is not a relation between discourse and its referent, but between discourse and what readers believe is true. Defined Hollywood genres arguably involve transgressions of social cultural Verisimilitude, for the entertainment and aesthetic pleasure. Individual genres have a balance between both social cultural and generic Verisimilitude, some genres appealing more to the generic context. War films mark this appeal by using discourses, maps, memories, and so on. Horror films operate much less to this authenticity, for example the discourses they cite, like the book of revelations in the Omen, is obviously fictional. Inbetween these two cases lie science fiction, films such as Them, draw an authentic status of science and technology to motivate an otherwise non-Verisimilitude event. A relevnt theory is that of Todrovs work on The Fantastic existing of different regimes of Verisimilitude. Two categories lie in the fantastic, The Marvelous and The Uncanny. Events are understood in the marvelous as supernatural, where the uncanny is understood in terms of laws of the natural world, involving a hesitation between the two for the viewer In a world that which is indeed our world, a world without devils or vampires, there occurs an event which cannot be explained by the laws of this same familiar world. The person who experiences the event must opt for two possible solutions: Either he is the victim of an illustion of the senses, of a product of the imagination Or else the event has indeed taken place, an integeral part of reality, controlled by Laws unknown to us. The Fantastic is the uncertainty between the two, the hesitation experienced by the viewer who can only relate to the laws of nature confronting the uncanny, an apparently supernatural event. Noel Carroll applies a similar theory, in two plot structures characteristic in horror films. The first he calls the Discovery plot, consisting of four stages, onset, discovery, confirmation and confrontation. Discovery involves the failure of responsibility and capacity for belief of those in authority, while confirmation is the realignment of their event. This structure articulates a play across themes and positions of responsibility, a play between knowing and not knowing. This plot is the most serviceable narrative armature in the horror film. For example in The Exorcist, the demons presence is established by the girls abnormal behavior, which is then discovered by an individual or group, in this case the poseesed girls mother. For some reason this discovery of this threat is not acknowledged by the police, an authorertive power, as they would not believe in such a erratic tale. Its plot moves away from discovery into confirmation, where the discoverers must convince some one else of the existence and danger of this demon, becoming an elaborate part of the film creating the suspense. While the girls possessed state worsens the mother has to seek other means of help to a higher authority, the time lost during this the demon becomes for powerful. After the hesitation stage of confirmation, it converts to confrontation. The demon is in contact with mankind, as the vicar finally meets the possesed girl. It is this tension between the discoveries (mother noticing abnormal changes in daughter) and the confirmation to convince someone who will believe in the monster or demon (mother seeking help for her possesed daughter) that creates a tension, leaving the audience knowing and not knowing. A second plot is the Overreacher plot, which involves superstition and scientific knowledge. Carrol says this plays an important role to the plot structure 37 . Frankenstein is an example to this approach†¦where the discovery plots often sightedness of science, the overreacher plot critizies sciences will to knowledge. The over reachers plot has four basic movements, the first comprises the preparation for the experiament, including philisophacal approach, or a debate about the experiaments motivation. The overreacher himself can become quite megalomaniacal. Such a theory can only be applied to a horror film, as Carroll states the specifics that the plot must have shortsightedness of science, where the overreacher becomes melodramatic. Frankenstein, and Jekyll and Hyde embody the overreacher, bringing an experiment to life comprehends a debate and motivation Carroll mentions, with this melodramatic behavior from the scientist performing the act. The experiment itself goes wrong, resulting in devastation, only now does the overreacher realize the error in justifying there experiment. It is the death and destruction the monster brings to innocent people, which brings the overreacher to his senses repeling him to destroy his creation. Both theories lean heavily on suspense, which is a key ingreediant in the narrative of a horror genre Narrative suspense can occur in most, if not all, of the plot movements†¦an incident in the onset movement might involve an innocent victim being suspense fully stalked, or our discoverers purseued by the monster. These theories are emboidied in the Horror genre, this repetition of narrative links in with each film, sets the genre away from others. With similar narrative and structure the viewer can relate and then categorize this, knowing that the film they are viewing is a horror film. It is these aesthetic theories that make a genre, the expressionism and communication that define it. As the idea of repetition is inherited in genres, these were thought of as clichà ©s, that the structures are one dimensional, becoming stereo typed. Most critics shared this idea. Shazts contests that Hollywood films involve similar one-dimesional characters acting out a predictable story pattern 208 gh. This pattern becomes familiar with an audience, as each genre contains its own narrative traits such as setting, characters, and plots. A theory by Cawelti called stereotype vitalization shows how characters traits can add to audienes recognition to a genre. Stereotyped characters are commonly found for example in westerns, the audience can expect to see brawls, crooked villains and the cowboy heroine. With such sterotypes within characters it heightens the audiences acknowledgment, as they recognize previous examples with these characters. It is argued however that these stereotypes must be regenerated But a good writer must renew these sterotypes by adding new elements, by showing us some new unexpected facet, or by relating them to other stereotypes in a particular fashion†¦maintaining an interest for later generations and other cultures. Without adding to a stereotype, films would become too familiar and predictable. Stereotyped vitalization contains two elements. The first is that of a stereotyped character which embodies another contradict cal stereotypical trait. For example Sherlock Holmes stereotyped traits are of a rational, logical, man of reason. On the other hand he is also a romantic poet, drug taker, and a musician. Such opposite sterotyped traits is what makes Holmes a striking literary character, this renewal on a character adds a new element referring back to Catweitis idea of adapting on just one stereotype, bringing more to a film. Another example is that of Gary Cooper, a great western star recognized for his violence , and skill to be quick on the draw, despite being a shy man. A second form of stereotyped vitalization is the stereotyped figure becoming complex and frail, such complexity in a character can however damage a narrative. This is a very delicate matter, for if a character becomes too complex it may cast a shattering and disruptive light on the other elements of the formula. This predictability and pattern within the film allows the viwer to distinguish traits between different genres. Neale argues that we must first understand what is meant by a story pattern, and predictability. In a broad sense Neale states that the story pattern refers to the main shape of a story, that violent climaxes of war films are generically requisite therefore predictable, all common plots recognized by a viwer. However Neale states that climaxes to films in there own genre can vary considerably. War films and western films permit death or defeat as well as victory and survival 211 gh. The same can be said for romantic films, where it could end happily or unhappily, so the narrative is not completely predictable. Each genre can then follow its own narrative which contains its own stereotypes so the viwer can comprehend the genre, yet at the same time as Cawelti stated, by adding elements to the sterotype (character,narrative) the viwer can still relate to the film. This makes each film within its own genre more interesting and diverse. All genre films are distinguished by sharing the same subject matter, a samurai film for example involves swords, science fiction embraces technology, or a gangster film with violence and corruption.These films are defined by similar plots and patterns. For example the plot pattern of an investergation that concludes the early mistery, solved at the climax of the film is common in detective films. Neale however points out that although we can separate each genre, it is only by its basic terms ( a detective story is about an investergation). Hybrid films combine two elements of the same genre into one. For example a combination of horror and science fiction in Alien, or a detective tale with science fiction in Bladerunner. Neale states that classification means genres share multiple relations, not all defined by the traits. If traits can be combined in a genre, what classifies a genre? This combination or cross breeding all relates back to repetition and difference in a films genre, hybrid films however become complex, unable to be pinned down to one single defined genre. It seems most genres are hallmarked by this idea of repetition, films sharing similar attributes. Hans Robert Jauss believes genres are best under stood as process. Repetition does dominate this process , but is also marked by difference, variation, and change. There are three levels in which a genre manifests itself. A level of expectation, level of generic corpus, and the rules and norm that administer both. A new film adds an existing generic corpus to a genre, as in Dracula where the character has to be characterized supernaturally or psychologically as is the case in the film Psycho. These are extended in a new genre film by adding new elements or transgressing an old one. John Carpenters Halloween played between psychological and supernatural elements both displayed within the monster. With this a genre is not simply being replayed but its generic corpus is expanded. It is films with the same generic corpus that base around expectation. Generic elements can be found in advertising. Where this develops so to does a films image, where a genre can expand and change as well. An original text is the viewers expectation familiar to him or her from earlier texts; these can be as shown, extended and varied. With each genre expanding on an original narrative it is as Neale states difficult to fully list the characteristics of each individual genre. Only can we define them in a broad sense, for example a war film that represents its wages in warfare, its main familiar trait, yet with each war film with its own separate narrative. Aesthectic characterictics are found in mass produced genres, Neale states that the term genre is not only used in film but in art and entertainment. Williams relates back to the roots of genre as a term, how it has evolved fistly Borrowed as a critical tool from literary studies†¦a concept in film studies raises some fairly tough questions. Genre films referring to a genre category substitute film narrative. Williams believes this to be the real genre, considering genres more as narrative film, documentary, or avant garde. It is these sub-genres that Williams believes to have more significant differences that we can distinguish. Ralph Cohen also relates heavily to the roots of the term genre, as it evolved in the nineteenth century, where popular mass produced fiction was making its first appearance. Hollywoods industry has played a huge role partly responsible for creating genres. Hollywood sets out to make profitable films to a mass market, where directors create different films each time as the audience would get bored seeing the same similar films, resulting in viewers not turning up to cinemas, leaving companies bust. Neale uses a nice analogy to illustrate this idea. A car company creates models to keep up with current trends, to keep there products in demand, yet each car has an idenity with one an other. Its principles apply to the film industry. Hollywood genres have the same ranges, producing films with similariteies but each with its own unique touch to keep its audience entertained They enable the industry to meet obligations of variety and difference inherent in this product†¦to regulate demand Hollywoods studios focus on this idea of adding to a genre to keep up demand, to maximize there profit. Studios developed in the 1920s, where groups of studios began such as Universal Pictures, United Artists, and Columbia Pictures, all producing films. These were the main high profit studios, only later did smaller studios develop creating indepentant films. Backed with money the major studios were creating films for the spectible, with higher budgets to draw in there audience. Smaller companies however were not able to show there films, until 1948 where government legislation meant that the smaller studios could release there films into the cinema. With this, studios could market there films in a predictable way with expert staff, directors, producers, and starts. All this meant studios could create there own generic enterprise. With changing ideas and narrative to engage an audience, a genre keeps to its generic form aswel as incorpaerating new plots and style for the audience to enjoy. John Ellis agrees with the importance of the institutional aspects of genre. Ellis mentions the narrative image for each film is a strong hint to its genre, but also stronger when applied in advertising Television and radio often plays a huge part in the construction of such images†¦but also a key role is played by the industry its self. Films advertising to the public, in posters, or television show a clear image of its narrative. Reviews on films state its generic framework, even on posters, statements are shown the comedy of the year clearly telling the viewer the films genre. It is this that raises the publics expectations through means of media, a method Ellis calls inter-textual relay. As any business, it wants to draw its target audience in; the film industry is no different. By advertising a narrative and in some cases even telling us the genre it sells the film instantly. Without advertising the public would simply have to go on a film by word of mouth. Without advertising its audience would be confused, not knowing the films genre, there for unlikely to go to the cinema and pay to watch the film. Inter-textual relay circulates a number of generic labels, terms, and names. It is there existence that makes a genre, although Altman argues Hollywood has a limited role to play when mentioning categories and terms. The industrial/journalistic term thus finds a hypothesis about presence of meaningful activity, but does not necessarily contribute a definition or delimitation of the genre in question Agreeably advertising does not fully explain the narrative, but does tell us the fundamental framework, the basic premises that the audience analyses and can make there own assumption of its genre.