Conjoined by Judith Minty is a poem about a broken relationship Essay

â€Å"Conjoined† by Judith Minty is a poem about a broken relationship. Judith Minty uses many similes, metaphors, and analogies to describe an unhappy union of two people and the inseparability of marriage. The sub title is â€Å" a marriage poem† which sets the theme of the poem, but until you start reading you do not realize that it is an unhappy view towards marriage. She uses words with negative connotation such as â€Å"heavy†, â€Å"deformed† and â€Å"accident† to describe the relationship in a marriage. She ends the poem with â€Å"We cannot escape each other. † This is a depressing ending to her poem because she talks about marriage as if it is a prison. Minty uses a simile to describe marriage by writing â€Å"An accident, like the two-headed calf rooted in one body, fighting to suck at its mother’s teats†. She uses the calf with two heads as a symbol of the two people involved in a marriage. Both have two separate minds to think for themselves but are combined in a relationship. When she says â€Å"fighting to suck at its mother’s teats† she talk about how two people in a marriage fight to get their way and their opinion in against each other. This enhances the poem because it shows how she compares marriage to an accident of a two-headed calf with a simile which shows her negative view towards marriage. Judith Minty uses a metaphor when she writes, â€Å"The onion in my cupboard, a monster actually two joined under one transparent skin†¦ † She uses the comparison of the onion to a monster to translate that marriage can be a horrible thing. She uses the transparent skin of the onion as the bond between two people in a marriage. The metaphor enhances the poem because it is the first line of the poem and it sets the unpleasant tone immediately. Minty uses a lot of diction in her poem â€Å"Conjoined† which shows her negative view towards marriage. â€Å"To sever the muscle could free one, but might kill the other. † She uses this sentence to show that divorce could end their unhappy marriage and free one of them, but the other will be left heart broken and hurt. She uses words with opposite connotation like â€Å"free† ad â€Å"kill† to show the opposite reactions of feelings that divorce may have. In this sentence she is referring back to the analogy of Siamese twins, if the twins were cut apart one of them would be free and one would die just like the relationship Minty is talking about. The tone of â€Å"Conjoined† by Judith Minty is a troubled view on marriage. You get a general feel of unhappiness towards marriage with her analogies, similes, metaphors and diction that she uses in her poem. Usually, marriage is associated to positive words such as happy, commitment, love, and unity. In Judith Minty’s poem she uses depressing words when describing marriage. She calls it a â€Å"monster† and an â€Å"accident. † Minty talks about the unity of two people for years as if it was a bad thing. â€Å"†¦ doomed to live, even make love, together for sixty years. † Other people would see a marriage of sixty years as a good thing and would celebrate it.

Videogames Benefits

Most people think that playing video games will lead you to a life of crime, delinquency, and misery. The opposite, however, is true. Video games can be used properly to improve the coordination and concentration physically, socially, and mentally to benefit the user. Does this mean kids should spend all day playing? No. This occurs when they are used properly and in moderation. Contrary to what most of the people believes, video games can actually help your motorskills no matter how younger people are.Most of the people who play videogames do not know that there is a research that shows that certain video games can reduce fat causing global weight loss. Other sources state that doctors have instructed parents to let their children play video games to help control focus. It is found that video games can improve hand eye coordination and have been used for rehabilitation of wounded soldiers. Gamming has developed in technology that has been created for many new positive effects. Over the years video games had become popular and enhanced.Another potential benefit of video games is they aid in improving language and teaching new words of various languages. This is because every game contains certain rules and instructions according to which the game can be played. So, it is very necessary for the player to be able to understand the instruction. Video games help the child in recognizing the alphabet and numbers. It also helps in building the children vocabulary. The University of Cambridge states that in a study with one set of surgeons played video games for 3 hours a week, while the other set played none.The set that played the video games made 37 percent fewer mistakes during laparoscopic surgery and finished the surgery 27 percent faster. In a separate study, gamers and athletes were compared upon their hand eye coordination. People who played both sports and games were the highest, followed by gamers, and then athletes. In two separate studies, video game play ers had better success identifying items in visual environments. One study showed that people who played action games had a 20 percent better success rate in identifying a T in a cluttered environment.In another study, those who play action video games on a regular basis can process visual information faster and can track 30 percent more objects than non-gamers. (University of Cambridge) Gaming can also make you smarter. People who play video games can display intelligence by solving in-game problems. Managing multiple objectives and multiple resources is one of the goals of the game that can help you become smarter. The people can also improve their understanding ability by learning the rules of the game and what strategy works the best for the user.Since video games are driven by goals (find the princess in the White Mountain), people will have to think and analyze the environments in order to complete problems that lead them to complete the main task; so gaming will develop the a reas of think and analysis of the people involved. But playing too much can lead people to addiction and many other negative consequences. The good part is that there are positive outcomes to gaming like Getting smarter, becoming better with your hands and being able to see better is a good outcome. This only applies when used properly.

Analysis of the Poem The Wreck of Deutschland by Gerard Manley Hopkins

SS Deutschland is an iron passenger liner of the Norddeutscher Lloyd series which is the first flight from Bremen to New York. On December 4, 1875, Germany traveled with 123 immigrants from Bremerhaven to New York. The weather condition of the ship was awful; a snowstorm hit an area near the Kentish Knock ship, Kent and the Essex coast of England. The German crew tried to retreat but failed when the pressure ruptured the German propeller. Gerard Manley Hopkins has eight brothers and sisters born in Manley and Catherine Smith Hopkins. His parents are Episcopal churches that follow the Catholic tradition sacraments and pope. By planting the theological values, beliefs, and morals of Gerald, he was seriously affected by his family. His parents taught him to love God with other children. Gerard was convinced that she would become familiar with the Bible by strengthening her connection with her mother, so Gerrard started reading the New Testament at school. Gerald Manley Hopkins is always fascinated by the individuality of personal thinking and experience. As W. H. Gardner explains, Hopkins' ideal is poetry and art work, which is very beautiful. He uses the language as a means to immerse himself in the feeling as much as possible; awe, surprise, disappointment, confusion, alienation, certainty and doubt. Some of the great literary works prosper in the voice of independent, other, and sometimes intentional anemic stories, but Hopkins has released his poem throughout his existence. The most expressive belief His perceptualism is revealed in the original metaphor such as yellow-yellow candle and vivid discoloration. Broader and more accurate terms. In the mid 1800s, a very spiritual poet was born. Gerard Manley Hopkins was born on 28th July 1844 to Manly and Catherine (Smith) Hopkins, the first child of nine children (Drabble 473). His parents were High Church Anglicans and his father last year published a large number of poems (Drabble 473). He was appointed a pastor of the Jesuits who wrote a beautiful poem full of harmony with nature. In most cases, Hopkins' poetry was published after the death of 1889. Five years before Hopkins' death, he wrote six terrible sonnets that revealed their inner torture and separation from God (Davi 86). These poems were written by Hopkins as a professor at Dublin College College (Drabble 474). Hopkins' sonnet worst, no, I woke up, feeling the darkness, not the end of the day is indicative of mental pain caused by his mental pain

Love Term Paper Example | Topics and Well Written Essays - 1500 words

Love - Term Paper Example It wasn’t the love that I thought it would be. At that point I realized that they were talking about artistic love. The love that an artist holds for what he sees and feels like capturing the moment using his abilities, no matter how he does it. â€Å"It has been said that art is a tryst, for in the joy of it maker and beholder meet.† Kojiro Tomita. And at the same point I was forced to think of Eros as a materialistic lover. What if he loved what was on the outside and not on the inside. And there I thought of him as selfish. Because I feel that outer beauty has nothing to do with what is inside. It is just like loving a thing because it is a pleasure to the eye, a luxury and nothing more, just like love for materialistic things. â€Å"Contentment is natural wealth, luxury is artificial beauty.† Socrates. I read further then and when I read that Eros is neither a god nor a man, he is not mortal and neither immortal but a ‘half-way spirit’, one sugge stion came to my mind, ‘maybe he is an angel’. ... These were to define Eros. Eros as an angel must have loved something else entirely. And I realized I had got it all wrong. Reading further I found out the Eros was the son of gods of craft and poverty which must mean that he knew both the states of having everything you wanted and then losing everything you had. He must not have experienced the feelings in between and when I moved on further it was revealed. The writing showed exactly what I had thought. Eros was stuck in between ignorance and wisdom. And wisdom is to know better. Being the definition of love for beauty, at a personal level, Eros loved beauty too. In an entirely different way, he had love for wisdom, love for knowledge that would enable him to see things in a beautiful manner. â€Å"The cave you fear to enter holds the treasures you seek.† Joseph Campbell. Moving forward, the text was defining Eros as we like to use it. Eros or love can be on two different levels, spiritual love or physical love. The images I had in mind when reading this were really different from each other. The first one held a bright light to it, hard to tell of what but maybe of spirituality, of connecting or dedicating yourself to the higher powers. The second one gave me an image of affection; two people, loving each other, holding each other in their arms. And the text mentioned that physical love resulted as mortal children and at that point I got to thinking that spiritual love is not only the love for higher powers or amidst. What do we call the love we hold for elders, our parents or siblings? And the text made me realize that such love was also a form of spiritual love. â€Å"Darkness cannot drive out darkness only light can do that. Hate cannot drive out hate only love can do that.† Martin

Chemical engineering design project Essay Example | Topics and Well Written Essays - 250 words

Chemical engineering design project - Essay Example There is an increase in agricultural subsidies offered to farmers under the Single Payment Scheme (SPS). Table 1shows estimates of costs incurred in the SPS for 2008/2009 and 2009/2010. It is evident there is an increase in figures for the 2008/2009 and 2009/2010 SPS(6.3M and 9.3M) and still further subsequent increase in 2010/2011. Biofuel producers also accrue tax exemptions. HMRC 2011 places tax per litre for biofuels, diesel and petrol to be equal. However, it is also perceived that exemptions are likely to affect government revenue earnings. Another factor that significantly influences the use of biofuels is caloric requirements required in comparison to pure petroleum. Biofuels have low caloric values and therefore a greater amount of biofuels are required to meet the energy output of petroleum products. Table 2 shows the amount of blended biofuel needed to meet the energy value of pure petroleum product (Chris and Wooders 24). Since the tax per litre is equal for both petroleum products and biofuels, then the cost for biofuels will be much higher compared to petroleum products. In consideration of petroleum being an input in the biofuel production, this has significant implications on costs of other inputs i.e. feedstock’s and transport services, therefore, affecting production costs. Table 3 projects that in 2020 bioethanol will be 16-35 pence per litre more expensive. On the other hand, biodiesel will be 29-42 pence per litre more expensive than the petroleum product they are intended to replace (Chris and Wooders 29). It is a requirement that biofuels comply with the sustainability criteria. This is an added cost to the producers (Chris and Wooders 32). GHG saving is set at 35% and from 2017 is expected to be at 50%. The introduction of sustainability criteria increases cost, and it is estimated to be at GBT 256milion. Therefore, it is likely that the

How compelling do you find Ball,s argument in this 2011 article Essay

How compelling do you find Ball,s argument in this 2011 article - Essay Example In terms of the catalyst for the educational change, Ball indicates that the primary contributing factor is the new types of education sponsors and providers. In considering the text, one recognizes that while Ball provides a varying amount of supporting information, the article lacks grounded empirical support for many of its contentions. Additionally, there is the recognition that the researcher does not directly involve themselves in the research. Because of these aforementioned elements, there is the potential that Ball’s insights are ideologically motivated. Still, there are also a number supporting elements. Fletcher-Campbell & Brill (2008; Action 1.9) indicated that it is important to consider the changing nature of education in socio-historical contexts. The recent global recession, as well as the emergence of for-profit instructional institutions, have concomitantly presented necessity and motivation for the shifting structures Ball refers to. A further recognition is presented by Edwards, Sebba & Rickinson (2007; Action 1.4) who indicate the importance of a multiplicity of perspectives to expand the range of interpretations. Ball’s insights then operate within these frames of reference. As one considers the particular arguments of the text, it becomes clear that they include a variety of notable points. Ball begins in discussing leadership. One of the important distinctions in this section is his consideration of new leadership frameworks. Ball (2011, p. 50) states, â€Å"there is the rhetoric and sensibilities of business into state schooling and the production of various forms of ‘entrepreneurial headship.’’’ Ball seems to be indicating that the shifting sponsorship and control of schools has resulted in a new form of leadership influenced by entrepreneurial values. One recognizes that the very language Ball implements in this section, namely ‘entrepreneurialism’ of educational environments, is a mode of considering the subject from multi-disciplinary perspectives. This is an approach supported by Mary James (Action 1.5) in encouraging learning across professional communities. On a larger conceptual scale, one considers the linkage between the workplace and the educational environment. A thematic current throughout the article is that Ball is increasingly referring to the hybridization of the work and school environment. There is the recognition that a similar dichotomy is explored in Action 1.6. While Ball’s argument continues to be rooted in the context of the classroom, there is a clear parallel to Action 1.6’s expanded contextual investigation to the workplace. In both instances, there is an increasing exploration of learning as intrinsically linked with working. Even while Ball may be ideologically opposed to the intrusion business on education, it appears that this is an inevitable new direction in education reform. Ball’s own contention that the ownership of these institutions have increasingly refrained from sharing process information, while outwardly a detriment to progress, in actuality it may hold significant potential for educational research. Edwards, Sebba & Rickinson (2007; Action 1.4) indicate that a multitude of stakeholders is actually beneficial for refining ideas. While the lack of proprietary sharing may be a slight drawback, the diversity of stakeholders is

Critical Thinking Essay Example | Topics and Well Written Essays - 750 words

Critical Thinking - Essay Example Only a few databases can offer these services (ERIC, 2012). ERIC, however, has its own disadvantages. At times, research through ERIC can be time consuming. This is due to the large library of information that ERIC has to offer (ERIC, 2012). Hence, locating information can be tiresome. Another disadvantage of using ERIC is that there is a cost incurred in accessing the database. Even though, one pays for using ERIC, it still has a broad variety of data that cannot be accessed anywhere else. Locating and reading original articles rather than just using the abstract source is vital due to a number of reasons. The reasons are that: the original article has the original and full information. The original article is of higher standards than the abstract, and is up-to-date and complete. The original article represents the original information of what the article is about (ERIC, 2012). Unlike the information found on abstracts, which might just describe the original study, the original arti cle has full information of the topic matter without biasness. Also, in most cases, people find that original articles are of higher standards than the abstract. This is because the original article is examined for quality before it is published, unlike abstracts. Finally, original articles are always up-to-date. They comprise of the most recent information, unlike abstracts (ERIC, 2012). It is advantageous to start with secondary sources of information since these secondary sources are produced by individuals who have examined the primary source and enhanced its information. Secondary sources give assurance that the primary source is viable (ERIC, 2012). They also summarize the primary source so that on could know what is contained in the primary source. Some of the valuable traits of secondary sources are: secondary sources are gathered from diverse databases. They also provide a summary of primary sources (ERIC, 2012). Gathering information for secondary sources takes less time t han a primary source, and secondary sources provide a greater database of information. Secondary sources have quite a number of limitations as compared to primary sources. Some of these limitations are that the quality of the information is low, and information may be incomplete. Library holdings that are considered as primary sources are articles that offer first-hand testimonies, as well as direct evidence regarding a topic that is being investigated. These holdings are created by recorders or witnesses who experienced the event itself (ERIC, 2012). Library holdings that are primary sources refer to the sources that were created at the period of the event. They can, however, comprise of memoirs, autobiographies, or oral histories that were recorded later. Library holdings that are primary sources are distinguished by content, irrespective of whether they are available in original format, in digital format, in microfilm or published format. They can also be found in many libraries across the United States (ERIC, 2012). Articles differ in format, but in general have a reasonably similar scheme. They begin with a segment that looks at the background of the research, and a clarification of why the authors chose to do the research. It is followed by enlightenment of how the researchers did the experiment, and their results, plus conclusions. However, in order to assess a report and determine whether it is viable for the research, there are three ways of assessing an article to

The Music of Michael Jackson Essay Example | Topics and Well Written Essays - 1750 words

The Music of Michael Jackson - Essay Example Jackson had become a celebrity in popular music by early phases of 1980s. Most of Jackson’s songs, for example, â€Å"Thriller†, "Billie Jean" and "Beat It" were particularly fundamental for his success in popular music. The video of these songs melted away racial barriers in the media industry, particularly music television. The album â€Å"Thriller,† 1982, remains Jackson’s all time best-selling album, not only in the United States, but also in the entire world. Even though Jackson had become noticeable in the world of popular music, his fame would rise higher in 1982 following the release of â€Å"Thriller†, which added seven more Grammy Awards to his already existing pool of awards. â€Å"Thriller† stayed on top of the chart, Billboard 200, for thirty-seven weeks. The album appeared in the top 10 of the 200 chart for eighty continuous weeks. The â€Å"Thriller† album created a historic moment by featuring for the first time seven t op ten singles in Billboard Hot 100. By March 2009, the Recording Industry Association of America (RIAA) had certified 29 million shipment of â€Å"Thriller†, which accorded the album the United States’ Double Diamond status. The 1983 release of â€Å"Thriller†, a video that takes approximately fourteen minutes, marked the turn of events in the music industry as concerns racial barriers, particularly of the most popular television entertainment channel, Music Television Channel (MTV). â€Å"Jackson continued as a pioneer in the black culture when he broke barriers by appearing on MTV and by breaking sales records with the 1982 album, "Thriller."† (Alban, 2009, Para 4). â€Å"Thriller† video would later define the path for music videos of other musicians in the later periods. The important contribution of Jackson’s â€Å"Thriller† is further noticed when the Library of Congress chose the music video as a representative of American cult ure that needs preservation in 2009.

Compare and contrast the approaches taken by John Lewis Partnership Essay

Compare and contrast the approaches taken by John Lewis Partnership and Tesco plc with regard to their social and community resp - Essay Example This management style and culture is analyzed by assessing the social and community responsibilities of both the organizations. As with any company, both the organizations have put a great focus towards their corporate social responsibility. Both the organizations have worked immensely towards the building of society and shown great care towards the environment in which they operate. The only difference between the two organizations is the fact that Tesco plc operates around the globe whilst JLP has just to focus on its UK market community only as it operates over there only. Both the companies are heavily involved in volunteering and fundraising for charities and other local communities. Besides the community, the company has kept a great focus on the environment in which they operate. Both the companies are heavily involved in contributing a great deal towards the environment, both of these companies have a major focus on reducing their carbon footprints, Tesco has kept a long term view in this perspective, it aims to be a zero carbon business by 2050. Both the companies have kept huge objectives for themselves with respect to the environment in which they operate. ... it aims to plant 950,000 trees in Thailand, reducing carrier baggage use by 70% and 20% in UK and Japan respectively. As Tesco is a large organization, it has to cater to all the countries demands and has to focus within every country in which it operates so that it does not lose its appeal and goodwill created amongst its customer. This focus onto the environment is considered to be one of the major steps in creating greater goodwill amongst the customers of both the organizations. Tesco, as opposed to JLP has been really focused on to the climate change factor. Tesco knows that the climate change factor has been highly debatable these days and that is the reason that Tesco has aimed to create awareness amongst its customers about the climate change factor and how the reduced usage of packaging material and high focus of green recycling can help in contributing towards a better climate and environment. As far as the products are concerned, Tesco offers a wide variety of products as opposed to JLP. But as for the method of sale, both the companies have kept great quality standards within their products. Both the companies have ensured that their respective products are of the greatest value to their customers. Proper laws are also followed while selling off these products. Both the companies tend to ensure their customers that the products being offered are produced responsibly. The companies have kept special focus and great relationship with their suppliers as strong bondage with these suppliers ensure long term growth for both the company as well as the suppliers. The companies also have a great focus towards their customers as customers are the only people that generate funds for the company. Both the companies have had a great

Marketing Essay Example | Topics and Well Written Essays - 750 words - 27

Marketing - Essay Example Products have a several levels which allow the companies to reach out to meet the needs of the customers (Jobber, 2004). Considering the three main levels and using the example of an automobile industry to gain a better understanding of the products: a) Core Product: The core product is the actual product or service that the customer is actually buying. In the case of an automobile industry the core product that the customers buy is the ‘transportation’. b) Tangible Product or Actual Product: This is the basic requirements that the sellers will need to provide the customers with the core product. Hence in this case the actual product is the car / bike by itself. c) Augmented Product: The augmented product is what is provided by the company to exceed the expectations of the customers. In the case of the automobile industry, this will include aspects like the brand image, brand positioning and after sales services. This however is based on the expected product level. XXXX’s Target market based on demographic bases is mainly people between the ages of 20 and 40. This is simply because these people fall into a category where they look for the cheapest and best options available. In terms of the psychographics, the company offers low cost flights with the obvious levels of safety and security. Hence the main options for the target market will include, individuals that travel a lot for business and need a cheaper solution, families travelling for holidays, people looking for cheaper options to fly. The company will also need to deal with people in terms of their behavioural factors which include the decision roles of individuals like the initiators, influencers, deciders, buyers and also users (Davis, 2002). The other groups that need to also be targeted include the behavioural variables like the benefits, user status, the usage rate, and also occasions. One other aspect that needs to be considered is the buyer readiness

Slavery and Civil War Essay Example for Free

Slavery and Civil War Essay For a long time a controversy has existed amongst historians regarding slavery as a cause for the civil war. A large number of Northern writers agreed with President Said James Ford Rhodes that slavery was the singular cause of civil war and but for slavery there would have been no civil war at all. The annexation of new territories of Texas, Oregon and Mexico were the source of all trouble because whenever the question of entry of any state to the Union came up before the Congress, both Northern and Southern states tried their level best to ensure its entry as a free or slave state respectively. Wilmot Proviso might have exploded the situation but was again saved by the compromise of 1850. As someone rightly pointed, ‘the compromise of 1850 was merely a lull which foreshadowed the coming of a storm’. This situation was further provoked by the Kansas-Nebraska bill. It re-opened the question of slavery. One of the immediate of the passage of the bill was that a struggle started between the free and slave states over the control of Kansas. The Lecompton Constitution 1857, the Dred Scott decision 1857 were the later incidents that involved the slavery question and led to civil war. Right from the start of Civil War pressure had been exerted on Lincoln to declare the war as a crusade for the abolition of slavery. To win the support of the liberal opinion in Europe, Lincoln issued his Proclamation of Emancipation on September 22, 1862, in his capacity as Commander-in Chief of the Army. It was declared that ‘on the first day of January A. D 1863, all persons held as slaves within any state or designated part of a state the people whereof shall then be in rebellion against the United States shall be then, thenceforward, and forever free. ’ No doubt, the abolitionists were insulted, attacked and persecuted, but they carried on their activities. All these actions and reactions did arouse the conscience of the people and in the north they stood up to defend them. The Abolitionists followed different methods, which resulted in split of the organization. The extremist group known as Garr achieved their objective. The other group known as liberty Party Men; was composed of moderates and believed in constitutional methods. They wanted to get into the Congress, control the presidency and bring about the desired reforms. They put up candidate in the4 presidential election of 1840; though they could not get him elected. 13th Amendment also paved the way for civil war. It was not the same 13th Amendment that we have today but this amendment preceded the Civil War, was adopted in February 1861. This version was adopted for an utterly dissimilar purposeto guarantee the validity and perpetuity to the institution of slavery in the Southern slave states, rather than to abolish it. This amendment was aimed at to guarantee to preclude Civil War. But the opposite happened. Another factor that contributed toward the intensification of civil was black soldiers. In 1862, President Lincolns Emancipation Proclamation enabled for African Americans to recruit in the Union Army. There was an earlier desire on the part of the African-American to join the war, but were negated to enlist in the army due to the secession fear of the bordering states. However after the Proclamation hundred thousands of black soldiers joined the army and their number mounted to approximately 180,000. From the above discussion, we can conclude that it would be fully an erroneous view to hold that slavery was the sole cause of the civil war but it is right to conclude that for slavery there would have been no civil war.

Education Essay Example for Free

Education Essay Someone once told me that â€Å"Education is the building blocks of one’s character†. As much as it sounds too much of a cliche’ I couldn’t help but agree with this well known quotation. Although it may be true, that one’s education cannot define a man, it also holds true that different forms of education is readily available and it makes or breaks a man into who he is in his current disposition and into who he may want to be in the future. Some people claim that education is a matter of circumstance and privilege, that in this modern day and age, only those with the proper resources can have the proper education that one may need in order to be successful. If you ask me, this is only true in the terms of getting a degree to get all the right opportunities. But in reality, real education that will lead you towards the ends of your goals in life is the education you gain in life experiences. Let’s take Bill Gates and Albert Einstein who both didn’t finish college for example, they only succeeded in their personal aspirations by learning in the arena of their life and living itself. It may be important to note that in life, one must need a model to see how life is lived and how we learn from everything we see and experience in our day to day living. It may not always be formal education that we may attribute our learnings all the time, but it is imperative that any form of education should take place in order for us to grow in all different aspects of our lives. May it be in our professional lives, personal lives or for social reasons, a learning curb can be gained by us through the years because we were educated not only on how to live life, but most importantly how to be continuously educated till there is nothing more to learn in this life which may bring us to the breaking point of death or suicide. But in both scenarios, we still know that it is an imperative that a learning experience should be observed for us to prosper in a game called life.

Speed Velocity And Acceleration

Speed Velocity And Acceleration In this chapter we will look at the concepts of speed, acceleration, and velocity. As we all know gravity is a large factor in the acceleration of an object. For the purposes of this chapter we will differentiate between linear and vertical acceleration as being objects that move linearly or horizontally i.e. linear acceleration, versus objects that fall, fly, or are thrown etc. i.e. vertical acceleration. Vertical acceleration is much more governed by the force of gravity and is covered in greater detail in chapter 12 Newtons Laws. A short section at the end of the chapter addressing vertical acceleration is however included to put the area into context. You may have heard the old adage Speed kills. And you know whether you are driving your car or playing sport its a dangerous variable. Fast athletes are very difficult to handle, as are fast cars. However, having speed is of vital importance in sports. In this chapter well look at speed, velocity and acceleration and the factors that influence them. Speed, acceleration and velocity are all different. If you have ever watched a 100 meter race, you will notice that some athletes start faster than others, so their acceleration is different. Athletes finish the race at different times so their speed is different and athletes reach top speed at different stages so their velocity is different. The key terms to be covered in this chapter are speed, acceleration, velocity, distance, displacement, vertical and horizontal acceleration and velocity. The variables of speed, acceleration, displacement, etc. are about linear kinematics. Kinematics is a general term related to describing motion. Kinematics is also a branch of mechanics (specifically dynamics) that evaluates moving objects. In order to accurately describe kinematics there are certain terms that we must fully understand. They include the terms mentioned above (speed, acceleration, and displacement) and distance, velocity and position. Accurate understanding of these terms will allow us to accurately describe the movement of any object. There is often a lot of confusion about the terms acceleration, speed, and velocity. We often use the term speed in everyday language to imply all three terms and the word fast is an even more general term. Consider the following: A person can be moving fast and not be accelerating. A person can accelerate fast and not have a high velocity or high speed. A nice sporting example was the great Boston Celtics player Larry Bird. Larry Bird was very quick to accelerate over three or four steps, was not very fast at his top speed. So while Larry was very quick and dangerous over 3-4 steps, he would not make a good sprinter because his top end speed was not high. So if an object is accelerating, it is changing its velocity. Acceleration has to do with the change in how fast an object is moving. Therefore, if an object is not changing its velocity, it is not accelerating. We know that distance and displacement have different meanings. The same is true for speed and velocity. Speed can be considered as the rate at which an object covers a certain distance. Objects that move slowly cover distances in long periods of time, i.e., low speed. An object moving quickly covers distance in shorter amounts of time, i.e., high speed. If an object is not moving at all it has zero speed, zero velocity and zero acceleration. Let us consider some of these simple terms in more detail. Position: Position is simply the location of an object in space. You could consider it using coordinates on a map for example, or on a field, or gymnasium. Displacement: Displacement is simply the straight line distance an object has travelled. Distance: Distance is how far an object has travelled in any direction. It is also viewed as the total amount of displacement (regardless of ending position). Look at this simple example. Lets say a basketball court from baseline to baseline is 25m. If a player runs baseline to baseline and back what is his displacement and distance? Distance. This is the easy one since he ran up and down the court so that is 25m + 25m = 50m. Displacement. Since the player ran down the court and back again he ended up in the same place he started. So even though he covered a distance of 50m his displacement is actually zero, since he is back where he started. Lets say the player now runs up and down the court twice. His distance covered would be 25m + 25m + 25m +25m = 100m. Since he ended up back where he started his displacement is still zero. Finally, lets say the player runs from one baseline to the other and stops. In this case both his displacement and distance are the same at 25m. For the most part we use distance rather than displacement to describe movements as it is difficult to correctly measure displacement as we make a lot of turns when we travel. You say displacement is really like the old saying as the crow flies which means straight line. For example, the distance you travel in a car from New York City to Boston might be 250 miles (but your displacement is only 175 miles). When you drive in a car you get on the highway and follow the roads around the coast, over bridges, around hills, around towns etc. However, when you fly the plane flies right over everything in a straight line and you end up only travelling 175 miles (your displacement). Speed Speed is a very general term. Speed is a scalar quantity and is described as Distance divided by time (D/T, where D=distance and T=time). Scalar implies that speed has magnitude but not necessarily any direction, for example temperature or volume. People often use speed and velocity interchangeably but they are different. Speed relates to the distance an object has traveled, while velocity refers to the displacement that has taken place. So, the speed of an object tells us how far an object has traveled in a given amount of time but doesnt tell us anything about the direction in which it traveled. It all sounds a little heavy on the definitions but these are important. Therefore: Average speed = Distance traveled (m) Time (s) Now there are also different types of speed. We refer to them as average speed versus instantaneous speed. When an object is moving it often changes its speed (or direction) during its motion. When there is a change in speed we can alter our definitions. Instantaneous speed is the speed at any given instant, while average speed is the average of all the instantaneous speeds. For example, lets say a runner runs 400m in 60 seconds and crosses the line at 18 kmh or 5 m/s. This means his average speed over the 400m was 6.66 m/s even though he crossed the line at 5 m/s which is his instantaneous speed at the finish line. In other words, he was slowing down as he was getting to the end. If you have ever ran a 400m race then you will now how tired you are at the end and are definitely slowing down. How did we do these calculations? Average speed = Distance/time 400m/60 seconds 6.66 m/s The instantaneous speed recording of 5 m/s would have been measured with a radar or timing device. You could also look at various split times for different portions of the race. Many coaches do in fact do this, so a 400m coach might look at each 100m split and look at both the acceleration and deceleration patterns and average speeds during each of the four separate 100 meters. Here is another problem for you to try. Can you calculate the average speed of a swimmer that completes the 200m butterfly in 2.15 seconds? Answer: 2.15 seconds = 135 seconds. So 200m/135 seconds = 1.48 m/s A 400m freestyler swims the race in 4.10 seconds. The 200m split was 2.02 seconds. Can you calculate the following? a. What was the swimmers average speed for the race? b. What was the difference in speed for the first 200m versus the second 200m? Answer: a. 400m/250 seconds = 1.6 m/s b. First 200m split = 1.64 m/s Second 200m split 1.56 m/s As you can see, the swimmer slowed down over the second 200m. Velocity Velocity is somewhat similar to speed but velocity involves both direction and speed. So, whereas speed is a scalar quantity, velocity is a vector quantity, that is, it has both magnitude and direction. Velocity also uses displacement as opposed to distance. Remember displacement is measured as the straight line distance an object travels from starting to ending position. Velocity is direction sensitive since it is dependent upon displacement. Therefore, when you calculate velocity, you must also keep track of direction. Therefore, if you say an airplane has a velocity of 600 kmh, you would actually be a little vague. You should really say the airplane has a velocity of 600 kmh North. So, speed doesnt worry about direction, velocity does. Velocity is a positive number as we dont have negative velocity. So to summarize, a airplane traveling at 600 kmh as a speed of 600 kmh. The same airplane has a velocity of 600 kmh, North. Finally, the same airplane probably had little acceleration in the middle of its trip as it would only need positive acceleration and negative acceleration during take off and landing. Here is an interesting and challenging little problem for you to solve. Can you fill in the following table with acceleration, speed, and velocity data? We know the following, the direction of travel is south and acceleration doubles every second. If youre feeling confident you can also try and calculate the total distance that was covered over the 6 seconds. Hint! You can use the velocity for each second to help you. Time Vel.m/s Accel. m/s2 *Speed.m/s 0s 1 1 1 1s 2 2s 7 3s 8 4s 31 5s 3 6s 64 Answers Time Vel.m/s Accel. m/s2 *Speed.m/s 0s 1 1 1 1s 3 2 1.5 2s 7 4 3.5 3s 15 8 5.0 4s 31 16 7.75 5s 63 32 12.6 6s 127 64 21.16 *Average speed through that time period So: Average velocity = Displacement Time Let try some additional calculation examples: For example, if an athlete runs around a 400 meter track in 50 seconds we can calculate numerous factors. What was the distance traveled? What was the displacement? What was the average speed? What was the average velocity? 1. What was the distance traveled? Answer: Easy enough = 400 meters 2. What was the displacement? Answer: Since the athlete ended up in the same place as they started, displacement is equal to zero. 3. What was the average speed? Answer: Speed = Distance/Time = 400 m/60 seconds = 6.66 m/sec 4. What was the average velocity? Answer: Velocity = Displacement/Time = 0/60 seconds. In this case we end up with a value of zero and in this scenario average speed is a better indicator of overall performance. In many situations we actually calculate average velocity as speed because we cant gather the correct information to calculate speed. For example, if a punt returner catches the ball on the 20 yard line and then avoids a few tackles to ultimately score a touchdown twelve seconds later, we assume the punt returner ran 80 yards. In fact, they may have run 100 yards with all the turning and weaving but we cant accurately calculate the true distance traveled and instead use displacement. For our purposes in sports, thats okay. You try the following problem. Review Problems Can you accurately calculate average speed, velocity, distance and displacement for each of the following situations? Hint: You may not be able to calculate them all accurately. Problem: 1. A punt returner catches the ball on his own 40 yard line and scores a touchdown nine seconds later. 2. A 100 meter sprinter runs the 100 meter in 10.0 seconds flat. Acceleration The law of acceleration is Newtons second law and basically states The change of motion of an object is proportional to the force impressed and occurs in the direction in which the force is impressed. So far we have talked about speed and velocity and performed some calculations. However, while speed and velocity are valuable components, they tend to provide us with summary information and very little about specific detail. For example, if we consider the data for a 200 meter race run in 20 seconds we know that average speed was 10 m/sec. However, we would not know any information about who accelerated the fastest or who was leading after 100 meters. This information is also important as it helps with identifying strength and weaknesses in athletes and in developing training programs for particular athletes. The measurement of acceleration is important. Acceleration is the rate of change in velocity. Therefore, when acceleration is zero, velocity is constant. So when an object changes speed either by slowing up or down, or changes direction, it is accelerating (or decelerating). We can calculate acceleration by measuring the difference in velocity over the time it took for that ch ange in velocity to occur. Consider this: If you were to watch a 100M race the person leading at the 50M mark doesnt always win the race. The reason for this is that runners have different acceleration and deceleration rates, in other words their speed changes. Athletes vary dramatically in their acceleration. Some athletes are very fast over 40M but not over 100M and vice versa. So: Acceleration (a) = Velocity2 Velocity1 Where V2 is velocity at T2 Tim Where V1 is velocity at T1 Sometimes you will see this presented as the change in velocity (Delta sign à ¢Ã‹â€ Ã¢â‚¬  ) or the change in time (à ¢Ã‹â€ Ã¢â‚¬  T) A = à ¢Ã‹â€ Ã¢â‚¬  V à ¢Ã‹â€ Ã¢â‚¬  T Look at the following acceleration example. Question: A sprinter leaves the starting block at 2.5 m/s. One second later they are traveling at 5.5 m/s. What is the acceleration rate? Answer: V2 V1 = 5.5 m/s 2.5 m/s = 3 m/s squared T 1 You will note that we end up with meters per second squared as our answer would really be presented as 3 m/s/s. Heres another problem to try. Question: A punt returner catches the ball standing still and begins to return. Two seconds later his velocity was 5 m/s. What was his average acceleration over the first two seconds? Answer: V2 V1 = 5 m/s 0 m/s = 3.5 m/s squared T 2 So far we have looked at relatively straightforward examples of speed, acceleration and velocity in that they have all been examples of horizontal movement. Now let us discuss the vertical components of projectile acceleration, speed and velocity. Factors Affecting Acceleration Linear acceleration is affected by many factors and you will recall from chapter ? that the mass of an object is a very important one. Heavier objects accelerate more slowly with a given force. This has to do with both inertia and mass. Heavier objects are harder to both accelerate and decelerate. Think about how easy it is to throw a basketball versus a medicine ball. There are some other points to consider when looking at acceleration, speed, and velocity. First, we now know the units for velocity are meters per second (m/s) and meters per second squared for acceleration (m/s/s). For speed they are also m/s. Since acceleration (like velocity) is a vector quantity, it also has direction associated with it. The direction of acceleration depends on two factors: a. Whether the object is speeding up or slowing down b. Whether the object is moving in a negative (upwards) or positive (downward) direction We can simplify this by saying that if an object is slowing down then its acceleration is in opposite direction of its motion. If it is speeding up then its acceleration is in the same direction as its motion. Therefore: Acceleration (m/s2) = mass (kg)/force (newtons) Vertical speed, acceleration and velocity If you were to throw a ball up in the air and then catch it again at the same height as you released it, how would the ending velocity be? Would it be greater, less, or the same as the release speed? If you guessed the same you would be correct. You see, all objects, whether traveling vertically or horizontally, are subjected to the constant force of gravity (9.81 m/s2). This means that as soon as the ball left your hands it started to negatively (de)accelerate at 9.81 m/s2 until it had no more velocity. Then, it started to positively re-accelerate over the same distance (and time) at a rate of 9.81 m/s2 until you caught it again. This is a very neat relationship as it allows us to make many calculations based on this constant acceleration force. Projectiles are subjected to both vertical and horizontal components in their motion. The horizontal components are affected by the mass of the object and the acceleration force as previously mentioned. The vertical components are also affected by these two factors plus gravity. Consider this statement: A ball shot horizontally (at zero degrees) has the same vertical component as a ball that is simply dropped with no horizontal velocity. What this means is that if you were to throw a pass from your chest and it hit the ground 15 meters away 1.5 seconds later, and at the same time drop a second ball straight down from the same height, they would both hit the ground at the exact same time. What this is showing us is that the force of gravity component is acting consistently regardless of whether the ball has a horizontal component or not. In other words adding a horizon tal acceleration component does not affect in any way the force of gravity. Remember also that gravitational acceleration is a vector quantity comprising both magnitude and direction and acceleration is a squared variable to the magnitude of the force of gravity. This means that for every second an object is in free fall it will accelerate by ad additional 9.81m/s2. Thus the total distance travelled is directly proportional to the square of the time. Or we could say that if an object travels twice the time it will travel four times the distance. If an object travels for three seconds it will cover nine times the distance, for four seconds it is sixteen times the distance travelled in the first second. Look at the following. A coin is dropped from a cliff. The table shows how fast it is travelling at different time points. Time Speed m/s 1 sec 9.81 2sec 19.62 3 sec 29.43 4 sec 39.24 5 sec 49.05 6 sec 58.86 7 sec 96.23 Consider this simple math problem: Question: A boy drops a ball from a balcony and records a time of 3 seconds for the ball to hit the ground. At what velocity did the ball hit the ground? Answer: 29.43 m/s How do we get this answer? Well, remember that gravity acts as a constant 9.81 m/s2. What this means is that for each second the ball is in flight it accelerates an additional 9.81 m/s. So: Insert schematic to demonstrate after 1 second = 9.81 m/s after 2 seconds = 9.81 m/s + 9.81 m/s = 19.62 m/s after 3 seconds + 19.62 m/s + 9.81 m/s = 29.43 m/s This is a simple illustration of the concept. Next question, what velocity would the ball have to be released at ground height for the boy to catch it on the balcony? Answer: A minimum of 29.43 m/s. The answer is the same because gravity and acceleration (or deceleration) is working to the same effect when the ball is moving upwards. This is sometimes referred to a negative acceleration. Question. A boy is standing on a balcony and is curious about how high the balcony is from the ground. The boy drops a ball and records the time it takes to hit the ground. It took 3.2 seconds for the ball to hit the ground. The boy concludes that the balcony is 66.7m high. How did he work it out? Well at the end of the first second the ball was travelling 9.81m/s, at the end of the second the ball was travelling 19.62m/s, at the end of the third second the ball was travelling 29.43m/s. If you add these three distances together you get 58.86 meters travelled after three seconds. If the ball travelled another full second it would travel another 39.24m, but it only travelled in this zone for 0.2 sec. So, 39.24m x 0.2sec =7.84m. Now we add the 58.86m + 7.84m = 66.7m, and thats our answer. There are some other factors to consider with vertical projectiles. The pattern of change in vertical velocity is symmetrical about the apex of the trajectory. So not only does the object land at the same speed it was released, it also follows the reverse flight path on the way down. Using these constant parameters we can now extend our calculations into more complex situations. For example, lets say you are watching a volleyball game in a high school gym with a 10 meter high ceiling. An opponent spikes the ball over the net and a player digs the ball at ground level at which time the ball has a velocity of 15 m/s. The question is will the ball hit the ceiling? To solve for this we can use an equation that combines several variables we talked about already. Where: V2 = velocity at time 2 V1 = velocity at time 1 a = acceleration t = time In order to answer this question we need to look at what we know and what we want to know. Well, we want to know the distance (d) the ball travels. We already know a = 9.81 m/s2 and we know V1 = 15 m/s. We also know that at the apex the velocity is zero, so V2 can be set to zero. So now our formula looks like this: 1. 0 = V1 squared + 2ad 2. 0 = (15 m/s) squared + 2 (-9.81 m/s squared) x d Now if we rearrange to solve for d our formula looks like: = (19.62 m/s squared) x d = 225 m/s squared = d = 11.47 m The answer is yes! The ball will hit the ceiling as it will travel 11.47 m. Heres another similar problem: A ball is deflected vertically at 18 m/s and the ceiling height is 11 meters. Will the ball hit the ceiling? Factors affecting projectile motion We have discussed several factors that affect the movement (or acceleration) of an object. The factors that affect vertical acceleration are the mass of the object, the force (speed) of release and gravity. Horizontal acceleration is affected only by mass and force of release (application). Gravity is of course a factor but not in determining its horizontal component. But sometimes we want to throw objects e.g. discus, hammer, etc. and while these projectiles are influenced by force and mass, there are other factors that influence how far the projectile will travel. We generally recognize three other factors that influence how far a projectile will travel when a constant force is applied. They are: 1. Angle at which projectile is released. 2. The speed of release. 3. The height of release. The optimum angle of release to increase horizontal displacement is 45 °. Projectiles released at over or below this angle will not reach their greatest distance. Look at Table 1 to see how distance traveled varies with changing angles of release. You will see from table 1 that the optimum angle of release is 45 ° and after that the decrease in distance traveled is symmetrical as height compromises distance (I.e. follows the same pattern as increasing angle of release up to 45 °). The greater the speed of release the greater the distance a projectile will travel. This holds true simply because there is a greater acceleration force applied in the first place. Simply put, if you want to throw a ball further you need also to throw it harder. The greater the height of release the greater the distance a projectile will travel. If you consider field sports in athletics you will notice that most successful hammer, discus and javelin throwers are taller, giving the mecha nical advantage over shorter competitors in that event. If you were to throw a ball from the top of a building it would strike the ground much further away than it would if you were to throw it from standing on the ground. Table 1: Distance a Projectile travels at a constant speed and height of release with change in angle of release. (need the reference) Speed of release Release angle Distance Travelled 10m/s 10 3.49m 10m/s 20 6.55m 10m/s 30 8.83m 10m/s 40 10.04m 10m/s 45 10.19m 10m/s 50 1.04m If you have watched a discuss competition or a hammer throw you might notice that these athletes are quite tall (often over 1.9m). The reason for this is that these athletes have an advantage over their shorter counterparts as their angle of release is already several centimeters higher. Summary This chapter has provided a basic introduction to the concepts of speed, acceleration and velocity. We have also looked at how differentiating between these variables is important and sometimes difficult. Using some known constants, such as the accelerating force of gravity (9.81 m/s2) allows us to calculate and even predict the speeds, velocities and flight paths of selected projectiles. We have also discussed other factors that affect projectile motion such as height and speed of release. While this information is very important, it is a basic introduction as there are many other more complex factors affecting speed, acceleration and velocity. We did not talk about shape or design or, indeed materials which also play a role in the way particular objects react to forces. The factors are extremely important but for now are beyond the scope of this text. Following this section are additional problems for you to solve and practice. Review Problems Can you provide a one sentence definition for each of the follow terms? Distance Displacement Acceleration Velocity Speed Position Scalar Vector A ball rolls with an acceleration of -.5 m/s 2. If it stops after 7 seconds, what was its initial speed? A wheelchair marathoner has a speed of 5m/s after rolling down a small hill in 1.5sec. If the wheelchair underwent a constant acceleration of 3 m/s 2 during the descent, what was the marathoners speed at the top of the hill? A runner completes 6.5 laps of a 400m track in 12 mins (720 secs). He starts half way around the bend. Can you calculate the following? a. Distance covered: b. Displacement after 12 minutes: c. Runners average speed: d. Runners average pace: min/mile = A soccer ball is rolling across a field. At T = 0, the ball has an instantaneous velocity of 4 m/s. If acceleration occurs at a constant -0.3 m/s2 how long will it take to stop? A batter strikes a ground ball with an instantaneous velocity of 18m/s. If acceleration occurs at -0.7m/s2 how long will it take to stop?

Ecstasy, the Brain, and Serotonin (MIA) :: Biology Essays Research Papers

Ecstasy, the Brain, and Serotonin (MIA) 3,4-methylenedioxymethamphetamine (MDMA), or ecstasy, is a synthetic, psychoactive drug with stimulant and hallucinogenic properties. Ecstasy is an often talked about drug due to its recent popularity and rapid spread amongst teenagers especially. Many newspapers and magazines have featured articles in the past 5 years highlighting the danger of this easily made drug, and its rampant use in the club/rave scene of almost all Western countries. The complete effects of ecstasy are still unknown, although much research has been produced that shows the deleterious effects of the drug on the brain. Ecstasy is also controversial because the content of pills varies widely; buyers and sometimes sellers don't really know what each pill consists of (1). The results of a survey published in 2002 set out with the purpose of examining the prevalence and patterns of ecstasy use among college students, and to determine characteristics, associated behaviors, and interests of ecstasy users. These resu lts showed that from 1997-1999, ecstasy use increased significantly in every college subgroup except for noncompetitive schools. The variable most strongly associated with ecstasy use was found to be marijuana. In terms of social context, MDMA users were more likely to spend large amounts of time socializing, attend residential colleges, and belong to a fraternity or sorority. The first study that provided direct evidence that chronic use of ecstasy causes brain damage was published in 1999. The study used advanced brain imaging techniques (PET scan) to show that MDMA harms neurons that release serotonin, a chemical that is thought to play an important role in memory, among other functions. The PET scans showed significant reductions in the number of serotonin transporters, the sites on neuron surfaces that reabsorb serotonin from the space between cells after it has completed its work. The lasting reduction of serotonin transporters occurred throughout the brain. This study and others suggest that brain damage and the amount of MDMA ingested are directly correlated (2). But what are the functional consequences? The functional consequences of ecstasy use have just begun to be explored in the past few years. Another study, published in 2000, found that heavy ecstasy users (30-1000 occasions) as opposed to non-ecstasy users, reported significantly higher scores on tests for somatisation, obsessionality, anxiety, hostility, phobic-anxiety, paranoid ideation, psychoticism, poor appetite, an restless or disturbed sleep. Another interesting effect of MDMA found was a significantly higher degree of impulsivity.

Parental Involvement in their Childs Education Essay example -- Educa

When my six year old daughter comes home every Friday I expect a green folder filled with colorful masterpieces she created during integrated arts, three new weekly reading books, seven to ten double sided pages of homework, an array of spam letters trying to sell us food and a variety of other things and last but not least, letters from her teacher. Every week it is my responsibility to go through this folder, respond to communication letters, and work with my daughter to complete any assigned work. If I do not work with her on this it won’t get done and she will fall behind in school. Yes, there are some days that I wish I could just flip on my TV and ignore the fact that she has homework, but until she graduates it is my responsibility to insure her future by enforcing rules on homework and school. It seems everything parents do is for their children, but who has time to add more conferences and study sessions to an already hectic schedule? Every parent wants the best for t heir child, but most aren’t willing to step up where children need them most, in the classroom. Parental involvement in a child’s education makes a world of difference, it lowers dropout rates, raises test scores, improves the child’s outlook on education and the list goes on. It would seem like a no brainer that it is really important for parents to find time to be more involved for the sake of their child’s future. Yet parents are not doing this willingly, which is the reason Florida state Representative Kelli Stargel's proposed a law that would grade parents based upon the most basic parental involvement in their child’s education. Could a law enforcing parental involvement be the missing link in the education system or is a child’s education the responsib... ... PTA meetings, or school board meetings, it’s simply trying to enforce very basic involvement in a child’s education. Parents should be, and need to be more involved in the education of their children, after all the children are our future. Works Cited Belkin, L. (2011, May 22) Whose Failing Grade Is It? New York Times, 2(L). Gale Opposing Viewpoints In Context. Web. 17 Jan. 2012. Couwels, J. (2011, January 26) Florida lawmaker wants teachers to grade parents. CNN U.S. Retrieved from http://www.cnn.com/2011/US/01/26/florida.grading.parents/index.html Friedman, T. L. (2011, November 20) How About Better Parents? New York Times, 11(L). Gale Opposing Viewpoints In Context. Web. 17 Jan. 2012. Kronholz, J. (2012, January 17) Truants: The challenges of keeping kids in school. Education Next, 11.1, 32-38. OmniFile Full Text Select. Web. 17 Jan. 2012. Parental Involvement in their Child's Education Essay example -- Educa When my six year old daughter comes home every Friday I expect a green folder filled with colorful masterpieces she created during integrated arts, three new weekly reading books, seven to ten double sided pages of homework, an array of spam letters trying to sell us food and a variety of other things and last but not least, letters from her teacher. Every week it is my responsibility to go through this folder, respond to communication letters, and work with my daughter to complete any assigned work. If I do not work with her on this it won’t get done and she will fall behind in school. Yes, there are some days that I wish I could just flip on my TV and ignore the fact that she has homework, but until she graduates it is my responsibility to insure her future by enforcing rules on homework and school. It seems everything parents do is for their children, but who has time to add more conferences and study sessions to an already hectic schedule? Every parent wants the best for t heir child, but most aren’t willing to step up where children need them most, in the classroom. Parental involvement in a child’s education makes a world of difference, it lowers dropout rates, raises test scores, improves the child’s outlook on education and the list goes on. It would seem like a no brainer that it is really important for parents to find time to be more involved for the sake of their child’s future. Yet parents are not doing this willingly, which is the reason Florida state Representative Kelli Stargel's proposed a law that would grade parents based upon the most basic parental involvement in their child’s education. Could a law enforcing parental involvement be the missing link in the education system or is a child’s education the responsib... ... PTA meetings, or school board meetings, it’s simply trying to enforce very basic involvement in a child’s education. Parents should be, and need to be more involved in the education of their children, after all the children are our future. Works Cited Belkin, L. (2011, May 22) Whose Failing Grade Is It? New York Times, 2(L). Gale Opposing Viewpoints In Context. Web. 17 Jan. 2012. Couwels, J. (2011, January 26) Florida lawmaker wants teachers to grade parents. CNN U.S. Retrieved from http://www.cnn.com/2011/US/01/26/florida.grading.parents/index.html Friedman, T. L. (2011, November 20) How About Better Parents? New York Times, 11(L). Gale Opposing Viewpoints In Context. Web. 17 Jan. 2012. Kronholz, J. (2012, January 17) Truants: The challenges of keeping kids in school. Education Next, 11.1, 32-38. OmniFile Full Text Select. Web. 17 Jan. 2012.

Martha Graham Essay examples -- Dance Dancing Choreography Essays

Martha Graham Martha Graham was one of the most influential figures in American modern dance, and her techniques and styles are still practiced today. She became widely known throughout all ages and decades. Her first debut was in the 1920's. As time went on, she became more experienced and wiser in the modern dance field. Martha Graham, whose style was considered controversial, became one of the finest choreographers and dancers in the dance world. In 1894 Martha was born in Allegheny, Pennsylvania (Pratt 8). She was the daughter of Jane Beers and George Graham. Her father was a well-known physician who treated mental disorders. After living in Pennsylvania for 12 years, she and her family moved to Santa Barbara, California in 1908 (Harmon et al. 182). This was where she started studying modern dance in her earlier years. Martha's father played a big role in her life. Dr. Graham inspired his daughter to search for the meaning behind people's actions. As she sat in her father's office, she would look at the patients in bewilderment. The patients would blurt out words and move their arms and legs in a wild manner, making her even more curious about people's actions (Pratt 13). Dr. Graham then took his daughter to a performance of Ruth St. Denis in 1911 where she was mesmerized by the dancers (Harmon et al. 182). Martha entered Cumnock School of Expression after graduating from high school. There she trained in dance, drama, and self-expressions. Martha's love to study people's actions was incredibly strong. After Graham graduated from the junior college in 1916, she then enrolled in Denishawn School of Dance (182). She was recognized at the school for her talent and determination, not her potential a... ...d a bad case of pneumonia. Graham died on April 1, 1991 (100). Graham led an exciting and fulfilling life. Although her audiences may have had to get used to her innovative style of modern dance, she accomplished her dreams throughout the years and became a big success. Martha Graham became one of the finest dancers and choreographers in the world. Works Cited Harmon, Justin, et al. American Cultural Leaders. Santa Barbara: ABC-CLIO 1993. McLanathan, Richard and Gene Brown ed. The Arts. New York: New York Times Company, 1978. Mille, Agnes de and Helene Oblensky. American Dances. New York: Macmillan Publishing Co., Inc., 1980. "Modern Dance." Microsoft Encarta. 1997 ed. Pratt, Paula Bryant. The Importance of Martha Graham. San Diego: Lucent Books, Inc., 1995. Switzer, Ellen. Dancers! Horizons in American Dance. New York: Atheneum, 1982.

What does Scout learn about Maycomb and its inhabitants during the trial?

Through witnessing the trial, Scout learns a lot about Maycomb and its inhabitants, particularly Bob Ewell, Mayella Ewell, Tom Robinson, Dolphus Raymond and her own father, Atticus.Bob Ewell is the villain of the ‘To Kill A Mockingbird’ and, as a result of the trial, he attempts to get revenge on Atticus and his family. However, in the trial itself he is depicted as a very unpleasant person, not only by his appearance, â€Å"a little bantam cock of a man† but also by his conduct. Scout learns that he drinks and sometimes leaves his family for days, he is violent and he may even be committing incest with Mayella. Atticus establishes that he is left-handed and that Mayella was probably beaten up by a left-handed man – it seems that he, and not Tom Robinson, beat up Mayella after he saw Mayella trying to kiss Tom.Bob therefore lies during the trial and is prepared to sacrifice the life of an innocent man for the sake of his daughter's reputation. His abominabl e behaviour during the trial and his assumption that everybody will be on his side against a black man convince the reader that he is a thoroughly loathsome character. Mayella Ewell also lies in court but for different reasons to her father. She is the only responsible member of one of the poorest families in Maycomb.She looks after herself and her brothers and sisters and even tries to bring some beauty into their lives by growing geraniums. Her family is so poor that white people will have nothing to do with her and, at that time, it was not possible for her to be friendly with black people. Hence Scout coming to the conclusion that she is â€Å"the loneliest person in the world†. Tom Robinson passed her house every day on his way to work and, according to Scout; he was probably the only person who was ever nice to her.Tom's evidence at the trial implies that she had planned to make a pass at him for a long time. It took her nearly a year to save enough money to send all he r brothers and sisters into town to get ice creams. When she and Tom were alone together she tried to kiss him but she was interrupted by the arrival of her father. At that time in the 1930s there was a very strong prejudice against white women being involved with black men and if the fact that she had kissed Tom of her own accord emerged, she would have been shunned by everyone. She would rather let Tom die than let this happen.The trial also helps Scout gain a further insight into the character of Tom Robinson, who is the innocent victim of Mayella's loneliness and is often perceived to be the â€Å"mockingbird† of the novel. He assisted Mayella over a long period of time and always behaved courteously and respectfully around her. When Mayella tried to kiss him he didn't know what to do. He couldn't hit a white woman to keep her away from him nor could he allow her to kiss him – he ran away when Bob Ewell arrived knowing that whatever he did would get him into troubl e.In the trial Tom's innocence is proved by the fact that only his right arm is useable. It becomes evident that he couldn't have held Mayella and raped her in the way that she described, and her injuries were the result of a beating from a left-handed man. He is honest and labours strenuously but he offends the jury by saying that the reason why he did all the work for Mayella is because he â€Å"felt right sorry for her. † Tom oversteps some societal boundaries and his admission of sympathy of Mayella – a white woman – is considered impertinent due to the lower status of black people at the time.In spite of his obvious innocence and the persuasive arguments presented by Atticus, Tom is convicted of the crime as racial prejudice is still too strong and society is not yet able to deal with such a case fairly. Prior to the trial, Scout only knows Dolphus Raymond through the rumours that revolve around him: he always drinks whisky out of a sack which supposedly pr ovides an explanation for why he’s got a â€Å"coloured woman and all sorts of mixed chillum†; he â€Å"owns all one side of a river bank†¦and he’s from a real old family to boot.†But through meeting Dolphus with Dill, Scout is informed that he pretends to be an alcoholic because it was the only way the Maycomb would accept him. He says this was so because they could not grasp a sane white person ever living with coloured folks. This interlude with Dolphus Raymond at the beginning of chapter 20 foreshadows Atticus’s views, expressed later, that black people are people like everyone else. Scout and the readers learn that we shouldn’t judge people by appearances.Although she judges Dolphus by his reputation, her opinion changes after she has met him – something that sadly the white jury of the trial is incapable of doing regarding Tom Robinson. This scene underlines the prejudices of the white community, with hints that if a white person loves a black person they have to have an excuse for it and with Scout discovers more about the â€Å"simple hell people give other people. † The trial reveals a lot of hidden traits of Atticus, even the littlest things seeming abnormal to Scout and Jem.â€Å"†¦Atticus did something I never saw him do before or since, in public or in private: he unbuttoned his vest, unbuttoned his collar, loosened his tie, and took off his coat. He never loosened a scrap of clothing until he undressed at bedtime, and to Jem and me, this was the equivalent of him standing before us stark naked. We exchanged horrified glances. † This ‘first’ is symbolic that he’s done everything he’s could.It also suggests that the trial is taking a toll on Atticus and he is beginning to feel the strain of it. This may seem unusual, as Atticus has always remained quite relaxed and calm about the case, however by doing this he gives the impression that he’s ne rvous and is feeling tense. Furthermore, Mayella, who is not used to being treated decently, sees his politeness as offensive and it is clear that he takes no pleasure in revealing the true nature of Mayella's actions.Whilst making his concluding speech, Atticus tries to defend the idea that all men are equal before the law, but he is unable to overcome the basic prejudices of the jury. The only mark of his success is that they take an unusual length of time to come to their decision. Atticus was appointed to defend Tom and he upset people merely by doing his job. In spite of the verdict, the black people of the town appreciated his efforts and on the day after the trial they sent large amounts of food to his house in gratitude.

Functional Areas

Functional Area Interrelationships: Kudler Fine Foods Charles Burt, Megan Engelking, Lou Gamache, Rebecca Lanham, and Julie Lee University of Phoenix BUS 475 July 24, 2011 Phyllis Koch Functional Area Interrelationships This paper is based on the Kudler Fine Foods (KFF) virtual organization scenario presented in University of Phoenix Business 475 course (Apollo Group, Inc. , 2009). The following topics will be covered about KFF; the main motivation for the KFF existence from analyzing the vision, mission, values, goals, and the basis for the type of managerial structure employed by KFF.We will identify the key positions that support that organizational structure; explaining all steps of the collaboration process among the serviceable sections that must be employed to accomplish organizational aspirations. An action arrangement is to execute the collaboration process, giving an example of the use of lateral and vertical collaboration within KFF will be given. Another topic will be ide ntifying the key stakeholders and their roles needed to achieve the executive goals, and recommend the collaborative interactions among the significant stakeholders to facilitate the organization's accomplishments.Reason for Existence Analyzing the strategic plan of KFF reveals the primary reasons for the organization’s existence, and that key components are established for the future success of the company. The mission statement is one of those key components. The mission statement states that the organization is committed to customer satisfaction by providing the finest of foods coupled with knowledgeable, experienced, and helpful staff (Kudler Fine Foods – Our Mission, 2003, Para. 3).The purpose for a mission plan is to provide guidance for the actions of an organization and to help direct decision-making. The mission plan will further identify organizational goals along with the responsibilities that exist to the customer and other stake-holders. KFF has establishe d a mission statement that identifies strong commitment to company goals and values. Another key component to strategic planning is the vision. A vision statement provides a final objective or goal for the organization.Furthermore, it identifies the future result when objectives found in the mission statement are met. Although little is mentioned in the virtual organization link for customers to see about a specific future vision for the company, one may gather the future expectations highlighted in the mission plan. Visionary thoughts include the expectation for KFF to be â€Å"the purveyor of choice for customers aspiring to purchase the finest epicurean delights† (Kudler Fine Foods – Mission Plan, 2003, Para. 3).However, strategic plan the vision Is stated for internal use that â€Å"Kudler Fine Foods will be the premiere gourmet grocery store for those savvy shoppers who are searching for the finest meats, produce, cheeses, and wine† (Kudler Fine Foods †“ Strategic Plan, 2003, p. 3). The values and goals of KFF contribute to the strategic plan of the organization and identify further reasons for the existence of the organization. The people at KFF understand the high standards that exist in providing quality food. Furthermore, they understand the responsibility to the community and their employees.By taking extra measures, KFF fulfills this responsibility with its Social Responsibility Statement. In an effort to contribute to the local economy, buyers will seek to purchase from local organic farmers when high standards are met. The bakery takes extra steps to ensure healthier baked goods through the use of unbleached flour and seeing that ingredients have no preservatives. Additionally, and certainly noteworthy, KFF rotates food from the shelves and donates food still in â€Å"good† condition to local homeless shelters and food kitchens (Kudler Fine Foods – Strategic Plan, 2003, p. ). These efforts demonstrate the c ommitment to values and the identified social responsibility. KFF reveals many reasons for the organization’s existence through its use of the company’s mission, vision, values, and goals. Organizational Structure A business’ organizational structure is critical to the business and the employees. An organizational structure is â€Å"the manner in which an organization arranges (or rearranges) itself† (Fontaine, 2007, p. 6). At Kudler Fine Foods (KFF) the organizational structure that they operate under is a functional structure.A functional organizational structure is a structure where the position and function of employees are clearly specified. The business is divided into separate departments with specific tasks (Pearce ; Robinson, 2009). KFF has a hierarchy of authority, which defines who is in charge of which fundamentals and who reports to whom. The decision making, ideas, and plans come from the top hierarchy, in this case Kathy Kudler, the preside nt of KFF. KFF has a vertical dimension with several levels of management. Kudler Fine Foods has a total of three stores that make up the framework of the organizational structure.For instance, the president is at top working with the three store managers. Each store has the same structure hierarchy beginning with the store manager. Under the store manager is the assistant store manager and continues to branch out to the four different department managers – produce and foodstuffs; spirits, cheeses, and wine; meats, and seafood; bakery, and pastries. The key positions that hold the structure together is the administration staff consisting of the president, director of administration and human resources, finance, and accounting, and store operations.Many levels of management exist in the structure. Every employee has a defined role, all of which with the common goal of meeting the needs of the consumer. Kudler Fine Foods operates in a centralized manner allowing KFF to have mor e upper management control. With a functional structure every employee’s role is important to the vision and goal of the business. Collaboration Process â€Å"Today's enterprises are striving to create more specialized features through globalization and  collaboration† (Park, 2003, p. 5). Several steps are in the collaboration process.The first step is for all the people in the process to come to an agreement on the collaboration process. The second step is for all the people involved in the process to understand the need of reaching the same goal. The third step in the process is for all people involved to work together and share the responsibilities in making the decisions. The fourth step is to make sure all people have resources, which they intend to share with the others involved. The fifth process is making sure everyone knows that with the shared responsibility, during the collaboration, each person is also responsible for the outcome.The final step in the col laboration process is establishing trust among everyone involved. Trust is a huge factor into how well a team performs. After working out all the details to the steps in the collaboration process, the members must make sure the schedule and guidelines are discussed and followed. Developing guidelines is a way to make sure all people involved are held accountable for the inactions or actions within the group. Kudler Fine Foods has started the collaboration process and the first KFF needs to do is have the purchasing and inventory manager’s start the process.The largest success of Kudler Fine Foods is the customers continuing to shop at the stores. To keep the customers coming back to Kudler Fine Foods, the collaboration team needs to consider the needs and wants of the customers. The inventory manager will assist by advising the team what products are selling and what products are not. The product manager may determine a better position in the store to make sure the non-sellin g items sell or the two individuals may cut back on that particular product to lessen the overhead.Kudler Fine Foods will need to implement an action plan to keep customers coming back, but also to introduce new products to the customers. Kudler Fine Foods has initiated a frequent shopper program, which enables customers to earn rewards with purchases. Rewards are coupons or a certain dollar amount off the entire shopping order once a certain level of purchases is met. KFF must also increase the marketing of the company and the rewards program to make sure the customers aware of the program.The marketing manager can collaborate with the inventory and purchasing managers to discuss how to best implement a successful marketing plan. Setting these processes in motion will give KFF an advantage above the competition Lateral and Vertical Collaboration Lateral collaboration occurs between the equivalent level of employees within the organization, and vertical collaboration would be betwee n employees with a superior and subordinate relationship. An example of vertical collaboration occurred when Kathy Kudler coordinates the selection of sale merchandise with the store managers during the weekly operations meetings.Kathy has oversight of the entire organization and directs the merchandise and sale processes with her subordinate store managers. Good lateral collaboration is illustrated by cooperation between store managers in facilitating resupply of advertised merchandise between stores, to the stores with a higher demand. Kudler Fine Foods has no consistent purchasing procedure. The three department managers at each store independently place orders with suppliers based on the department manager’s subjective assessment of store requirements.Further, the onus is on the department manager â€Å"to obtain the best pricing, quality, and delivery possible† (Apollo Group, 2009, Supply Chain Overview, para. 1). This purchasing structure lacks both vertical and lateral collaboration and relies on the individual department managers to take additional steps to coordinate purchasing with other department managers. No mechanism for department managers to compare or discuss store needs among counterparts and no consistent pricing structure between store locations. A vertical disconnect is evident in that Kathy Kudler also places orders independent from the store managers.An action plan to improve both vertical and lateral collaboration within Kudler Fine Foods involves improvements to the purchasing process. Department managers would be required to have a department manager weekly review meeting where store merchandise needs, trends, and purchase requirements would be compared, discussed, and coordinated laterally into a purchase order plan. This purchase plan would be submitted vertically to a central purchasing agent at the administrative level who would facilitate the negotiation and purchase from suppliers to ensure the best pricing and qua lity.Key Stakeholders Kathy Kudler is the founder of KFF. She is the primary stakeholder, and because the company is a privately owned entity there are no shareholders in the company. The company does have investors who have a stake in the company. The investors or stakeholders are both internal and external and are monitored by the company. The stakeholders include the employees, consumers, suppliers, banks, and Kathy Kudler, and each can have an affect or be affected by the company. When Kathy first decided to create Kudler fine foods, she obtained financing.This is done generally through banks. Banking institutions will extend credit terms to consumers such as Kathy. Kathy can also go to these banks when she is obtaining funding for new stores or launching new products. Banking institutions can also help with extending the line of credit when peek seasons are low and profits might not be as large. The main point of financing comes from banking institutions. The staff of KFF is cr itical to the daily operations of the company. These employees have direct contact with consumers and serve as a primary point of contact for Kathy and consumers.Employees contribute to labor and the expertise to the company. In daily activities these employees are responsible for the growth of the stores, the appearance stores, maintenance in the stores, training new staff, and picking up the slack when other employees are not available. Because Kathy is not available daily to complete these activities it is important for the staff to complete these activities and ensure the success of the company. Consumers are a large part of the company, it is important for the consumers needs to be met, and this is done typically through purchasing goods.Customers rely on employees and Kathy to provide the goods that they are willing to purchase. Customers’ requests need to be met and Kudler has to decide whether the requests of the customer can be met or are feasible for the company to provide. If the products are not available to the consumer the company needs to look into alternate options to solve the problem and to keep the customer. Suppliers can also play an important role in the company. These suppliers are the backbone of the company and provide all the products necessary for the company to be successful.KFF have suppliers for wine, cheese, fresh produce, organic meats, and all bakery items. These come from both local and national suppliers. The local products ensure the highest quality of products and these suppliers need to remain on good financial terms to continue to build a business relationship. Conclusion Kathy Kudler has achieved success by hiring managers who take social responsibility seriously because he or she already has firm intuitions about what constitutes ethical and unethical conduct (Heath, 2006).The success of the company has many factors that contribute. The way that the stakeholders of the company relate and work together are importan t factors in any companies’ success. KFF has achieved the success the company has because of their ability to interact positively with all the stakeholders in the company. The existence of the company is to serve the customers of the community with the highest quality of gourmet foods. Kathy Kudler’s mission, vision, and values have made the company a success and a reality. References Apollo Group, Inc. 2009) Kudler Fine Foods; 2003 Strategic Plan. Retrieved July 24, 2011 from https://ecampus. phoenix. edu/secure/aapd/cist/vop/Business/Kudler2/intranet/ad/strategicPlan. htm Apollo Group, Inc. (2009) Kudler Fine Foods; Supply Chain Overview. Retrieved July 24, 2011 from https://ecampus. phoenix. edu/secure/aapd/cist/vop/Business/Kudler2/intranet/op/supplyChainOverview. htm Fontaine, C. W. (2007). Organizational Structure: A Critical Factor for Organizational Effectiveness and Employee Satisfaction. Retrieved from professorfontaine. om/files/Organizational_Structure_Whit e_Paper_v7b. pdf Kudler Fine Foods, About Kudler Fine Foods – Our Mission, 2010, Retrieved from: https://ecampus. phoenix. edu/secure/aapd/cist/vop/Business/Kudler2/internet/about. htm Kudler Fine Foods, Strategic Plan, 2003, Retrieved from: https://ecampus. phoenix. edu/secure/aapd/cist/vop/Business/Kudler2/intranet/ad/StrategicPlan2003. pdf Pearce, J. A. II, & Robinson, R. B. (2009). Strategic management: Formulation, implementation, and control (11th ed. ). New York, NY: McGraw-Hill.

High School Failure Outline Essay

I. Introduction: My high school experience was a failure not a success. A. Every person goes through high school with different influences, creating personal perspectives and experiences. I’ve learned many different things through my high school journey, some positive but more so negative. High school was entirely a negative experience for me, creating a poor view on the rest of the world. B. The main things that hindered my high school experience were my friends, my extracurricular activities, and my laziness. These caused negative influences on my grades, and created a barrier between me and my education. II. Bad choice of friends A. Friends had no drive for school either-I wasn’t able to focus on what really needed to be done. B. Peer Pressure- The pressure of having to impress all my friends was something that affected me negatively. Their wants and desires of me kept me doing things that I didn’t need to get involved in. C. Lack of educational goals- There was no standard set between my friends, or goals that they had. Because of their lack of desired success I had nothing to set my standards upon, therefore keeping me from long term educational goals. III. Extracurricular activities A. Working too much- During high school I put too much time into working playing sports, and dancing, which took away from my education and study time. B. Sports & Dance IV. Laziness A. My personality- Because of my strong willed, opinionated choleric personality my bad choices were even bigger than realized. B. No support and encouragement from parents- Having no support from my parents also made it hard on me in high school. Seeking encouragement is something that every student desires and needs while going through school. C. No goals- When there are no goals set, there is nothing to strive and hope for in the future, creating no drive and longing for success. V. Conclusion A. Through the things that I experienced in high school ruined my perspective on things. B. College has changed my view on my life, and given me drive to finish and be successful.

Gothic conventions in ‘The Others’ Essay

The film ‘The Others’ made by Alejandro Amenabar in 2011 is a film about a woman who lives with her two photosensitive children in their large, old home which she believes is haunted by ghosts. This film uses a large range of techniques and ideas to emphasise and contribute to its gothic themes. These techniques include dark and light imagery, symbolism and setting. The Others also uses traditional gothic ideas to develop these themes throughout the movie, including suffering, fixation of death and supernatural elements. Over all these ideas and techniques contribute to the eerie feel and suspense which makes this movie so captivating and gothic. The first technique used in ‘The Others’ is dark and light imagery, throughout the entire film there is a battle between truth and how it is perceived and Amenabar uses this light and darkness as a symbol of this. An obvious example is the curtains which as used to block out all light and ‘protect’ the children. They create a haunting darkness throughout the entire house for the most part of the movie, this is contrasted by the candles the mother walks around with showing how she is the key to the truth. At the end of the movie when the children become aware of the truth- that their mother killed them and they’re ghosts the curtains are removed allowing light or the truth to flood into the house. The use of dark and light imagery helps enhance the gothic themes by creating the mood and setting of the film. Another technique used to create a gothic feeling in the film is symbolism. Symbolism is used to make subtle hints to what the ‘truth’ is and to make you feel like things aren’t what they seem. Some examples are the clothing used in ‘The Others’ where Grace (the main character) wore dark, long dresses which covered up the majority of her body. These outfit choices were not only used to set the time period of the movie but it was also used a symbol. Her clothing was symbolic of the dark, repressive nature of her society and her internal suffering shown in the dark reds of her dresses. One more example is the constant looking of doors which is resemblant of entrapment of the mind and physically. This symbol also is used to depict the hidden secret which the family keeps throughout the film and the doors  are only unlocked when the secret is released. The setting was used in the film ‘The Others’ as the key stepping stone to making the movie have a gothic feeling to it. The main characters live in a large home with many different secret areas and rooms which are made more secretive by the darkness that the curtains create. These rooms are used to foreshadow for the hidden secrets which are contained in their home. The house is surrounded by a large forest which cuts them off from the rest of civilisation, this is used in gothic stories to create a feeling of isolation and to physically represent the psychological separation which the family has from the world. Beyond the forest is covered in fog which emphasises the isolation and secrecy which was a key idea which was repeatedly brought up in the film. A common gothic idea which was used in the film ‘The Others’ was the idea of suffering both physically and psychologically and how they are linked together. Suffering is very often used in gothic stories because it shows the inner darkness of the mind and the evilness of humans. Shown in the film through Grace (the main character) who has been waiting since the war finished for her husband to come home. After years the stress of raising two children on her own and potentially losing her husband weighs on her and causes a psychological suffering which she can’t show in front of her children or staff. Eventually Grace can no longer live with the pressure of her psychological suffering and she snaps which shows the link between psychological and physical suffering and she kills her children and then herself as she can no longer bare living with the thought of what she had done. This traditional gothic idea was used in the movie to show that every day people are capab le of evil and dark things when pushed. A recurring theme throughout the entire film is a fixation with death. This is an idea used in gothic texts because of its darkness and mystery as no one really knows about what happens when one dies but we know it is the ultimate payment in life. Most gothic writers are fascinated with it and have a preoccupation with it in stories as it creates a feeling of eeriness and shows that something is not quite right. This is also linked in with  supernatural elements which work as a symbol for death. In ‘The Others’ supernatural themes and a preoccupation with death are used throughout the entire film from the lingering death of the husband in the war, the book of the dead, the cemetery which surrounds the house and the constant idea of ghosts. All of these examples were used by the director to create suspense and to slowly build up and lead to the ending of the film. Over all the film ‘The Others’ used a large range of techniques and gothic conventions in order to captivate the audience and contribute to a scary and unsettling feel over the course of the movie. These techniques are dark and light imagery which emphasises the perception of truth, Symbolism which uncovers the secret themes and ideas of the film and setting which was used to create the idea of isolation. This movie also uses many gothic ideas in order to communicate the gothic themes, these ideas include psychological and physical suffering, preoccupation with death and supernatural elements. All of these conventions were used effectively in order to create the movie’s gothic feeling.