The Performing Stage

Team members develop mechanisms to ensure focus is kept on the project goals. They manage and monitor change. Conflicts and disagreements that arise are resolved without interfering with the project’s progress. The project leader is excused from day-to-day activities (Mcshane, Steen, 2008).Advertising We will write a custom essay sample on The Performing Stage specifically for you for only $16.05 $11/page Learn More He or she remains to celebrate achievements and serve as a gateway to higher levels in case decisions of that level are sort. The project leader is to stick to the project management processes, such as improving communication, participation, morale, recognition, and capacity building. This is used to prevent team members from developing complacency. The project leader also guides the team dynamics in a professional manner. This eliminates internal rivalry and pride among members. Otherwise, all the successes achieved by the team will turn out to be a cropper. According to Bass (1985), an individual must go through various processes before becoming a leader. The researcher also claims that three events could force people to develop leadership skills (Bass, 1985). One of the events is a crisis (great event). People are forced to react to the situation to solve urgent problems. The event brings out unique leadership qualities in an individual. The second aspect is the individual’s personality traits. Some people possess extraordinary qualities that put them in a position to lead the others. Finally, a person can decide to learn leadership skills at the institutions of high learning. This form of leadership is referred to as transformational or process leadership. Crisis in leadership takes place when an individual volunteers to lead a team during unusual events. It happens during events, such as political violence, revolutions, and wars. Such leaders are usually outspoken and are good orators. Martin Luther King was such a leader. Transformational leadership focuses on bringing change to the organization. It is usually compared to transactional leadership, which is the worst form of leadership as far as change is concerned. Improved communication leaves its members with freedom to express their views openly on how to make the team more effective. It eliminates doubts and misunderstandings among members and the team leader. Clear nonverbal communication helps members fill the void left by verbal communication in the team.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Communication will finally build trust, reduce conflicts, and raise interpersonal relationships among project members. It is worth noting that talking about and modeling work ethics by the project leader together with the team enhance the workers understanding of what they are expected to do. A positive atmosphere may be created in an environment where trust and openness are present. It makes members feel comfortable with each other and be able, therefore, to express themselves freely on matters they deem necessary to the project. Trust is a primary tenet in relationships and, therefore, very crucial at this stage. It should be proclaimed as the most important issue. Moreover, it should be provided to all members at this stage. Trust builds reliability, responsibility, and accountability. Words, behavior, and actions must be congruent. As earlier noted, communication is a key aspect of the performing stage in team development. Participation is equally important though it comes second after communication. It puts a team together. This ensures that every member is involved. This is, of course, the bottom line of the performing stage. It should be remembered that collective participation is not the scale to measure the level of participation. Instead, appropriate contribution to necessity by an individual take s the cue. Involvement results in commitment and synergy in team actions. Participation has to be balanced. This means that to ensure a successful performing stage, members should be involved in the discussion, if their contributions are relevant. This leaves them with a sense of value; hence, they might perform the whole project on their own. What the project leader is to do then is to match the leader’s behavior with member’s expectations. The behavior of leaders influences the behavior of organizational members in a number of ways. This means that leaders with good behaviors inspire employees. Recognition and appreciation comes the last at the performing stage. This should be communicated to everyone at every opportunity. The system used should be fair and consistent to avoid biasness.Advertising We will write a custom essay sample on The Performing Stage specifically for you for only $16.05 $11/page Learn More This can only be successf ully, if done in the presence of other team members. For example, during briefing, the project leader could say thank the junior employee for working overtime the previous day. Quality or a skill brought into the task by a member of the team has to be specified during recognition or reward. An effective performing stage displays the following characteristics among team members. One of the characteristics displayed include an elaborate, well-structured communication system. Others include proper agreement among team members, positivity, and interdependency, regular team meetings to allow brainstorming and all-inclusive participation, and clear procedures of conflict and disagreement resolutions. Additional advantages would include exhibition of commitment and synergy by team members, and simple and clear ways of replacement of members in cases of unexpected departure. References Bass, B.M. (1985). Leadership and performance beyond expectations. New York: The Free Press. Mcshane, S., Steen, S. (2008). Canadian Organizational behavior. Oxford: Oxford University Press. This essay on The Performing Stage was written and submitted by user Saanvi I. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Clil Essays

Clil Essays Clil Essay Clil Essay spanning the continent geographically from the North (Sweden) to the South(Spain)What is true of most educational issues also applies to CLIL is that it comes in a wide range of shapes and sizes. [4] 2. FIVE DIMENSIONS FOR INTRODUCING CLIL According to the research published in 2001 (MARSH, Majlers and Hartiala: Profiling European CLIL Classrooms-Languages Open Doors) [5]) there are five dimensions or reasons for introducing CLIL in schools and universities in order to strengthen the teaching and learning at these institutions. Five dimensions of CLIL: 1. Culture Dimension –CULTIX, emphasizes the importance to build intercultural knowledge and understanding; to develop intercultural communication skills; to learn about specific neighboring countries/regions and minority groups; to introduce the wider cultural context. 2. Environment Dimension – ENTIX, is to prepare for internationalism, specifically European union integration; access International Certification, enhance school profile. 3. Language Dimension – LANTIX, seeks to improve overall target language competence, develop oral communication skills, develop multilingual interests an attitudes, introduce a target language. 4. Content Dimension – CONTIX , aims at providing opportunities to study content through different perspectives ; accessing subject-specific target language terminology, preparing for future studies and working life . . 5. Learning Dimension- LEARNTIX, has the goal to complement individual learning strategies; diversely methods an forms of classroom practice ; increasing learners motivation. 2] These five assumptions can be considered as the basic ingredients for effective language learning and teaching activities These assumptions are otherwise called- The official CLIL Compendium. Another theorist slightly disagrees with this opinion and puts communication as the central focus in the process of the language acquisition. Krashen and Terell meant that the problem with this method of language learning was that they were built too much around the structure of language, not about theories of acquisition. 6] According to Krashen theory – learning hypothesis is two different ways of developing skills in a second or foreign language. [6] Analysis of the CLIL theories implies that the role of a teacher in CLIL is very important . The final achievement of the student should depend on the teacher’s awareness of the goals to be reached during the course and general motivation of the students. [2] 3. BENEFITS OF CLIL According to the theoretical definitions we can assume, that CLIL, has the following benefits: 1. CLIL is a member of the curriculum club. . CLIL has a dual focus. 3. CLIL buys us time. 4. CLIL causes  good change. 5. CLIL motivates. 1. CLIL is a member of the curriculum club. According to the European Commission: â€Å"Content and Language Integrated Learning (CLIL),  in which pupils learn a subject through the medium of a foreign languag e † This quotation endorses CLIL as a member of the curricular club. It seems uncontroversial because we do not know to what extent or to what level pupils ‘learn a subject’ through the foreign language, and we are left unaware of any reasons for doing CLIL. . CLIL has a dual focus. According to more detailed description: â€Å"CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with  dual-focused aims, namely the learning of content, and the simultaneous learning of a foreign language. (Marsh, D. 2002. Content and Language Integrated Learning: The European Dimension – Actions, Trends and Foresight Potential). This quote highlights some of the educational intention inherent to the CLIL paradigm. Through CLIL-type practice, subject content is learned at the same time with a foreign language. The ‘dual-focused’ objective would seem to be implying that CLIL shoots two birds at the same time. 3. CLIL buys us time. In European Commission’s quotation we encounter the following phrase: â€Å"It [CLIL] provides exposure to the language  without requiring extra time in the curriculum†. This should promote an approach with a twin set of objectives. One of these objectives is clearly educational (to learn subject content and a foreign language) and the other is administrative. Since educational and administrative needs often fight for space, this seems a good way to promote peace between them. In the European Council Resolution in 1995 is said, â€Å"†¦all EU citizens, by the time they leave compulsory schooling, should be able to speak two languages other than the mother tongue†. Curricula is attempting to achieve this aim have been getting more and more desperate in their attempts to find timetabling space. Instead of studying for example Geography in the mother tongue language, we should do it in a foreign language. Pupils learn the same subject concepts and skills, but increase contact time with the foreign language – crucial consideration in the improvement of attainment levels. [7] 4. CLIL causes  change. David Graddol wrote that CLIL is: â€Å"†¦an approach to bilingual education in which both curriculum content (such as science or geography) and English are taught together. It differs from simple English-medium education in that  the learner is not necessarily expected to have the English proficiency required to cope with the subject before beginning study†. (Graddol D. English Next, British Council Publications, 2006) Graddol suggests that a powerful element of CLIL is its role in the improvement of language skills, and that pupils do not necessarily need a particularly high level of foreign language attainment. The teachers would have to adjust their methodology to ensure that the students understood the content. They would have to think of other means (group work, tasks, etc) which would result in an increase of the skill-based focus of the learning. [7]   The educational materials (textbooks) would also have to reflect this approach. The pupils would be learning language that was more clearly focused on, and related to, the subject matter that they needed to learn. CLIL is not confined to higher-achieving students. It fits in perfectly with a mixed-ability philosophy. So we might say that the phenomenon described above is desirable in educational terms. Ensuring that students understand the content, reducing teacher-talk, increasing the focus on skills, influencing publishers to do likewise and getting students to learn language items that are always contextualized, always functionally necessary at any level of curricular discourse. [7] . CLIL motivates Another quote: â€Å"CLIL is about  using languages to learn†¦ It is about  installing a ‘hunger to learn’ in the student. It gives opportunity for him/her to think about and develop how s/he communicates in general, even in the first language†. (Marsh, Marsland Stenberg, 2001) From the first part we can see that CLIL views language a s a ‘vehicle’, not simply as an entity in itself. This is a central component of the CLIL package. David Graddol said something similar too in his book  English Next, when he talked about the world now viewing English not so much as a language but as a core skill. This is a crucial observation, and it lies at the heart of the educational and social change that has taken place since the development of the Internet and the parallel growth in globalization. As English becomes an essential add-on to any curricular program around the world, it is moving into a position where it becomes a subject that pupils learn in order to do something else. [7]   A dual-focused CLIL encapsulates perfectly this post-modern, utilitarian view of the English language. Liberal educationalists may not agree with it, but for the time being it is here to tay. In its defense, CLIL also seems to contribute to the buzz-concept of our times – namely ‘motivation’. Teachers’ forums talk about it endlessly, as do the blurbs on the back of scholastic textbooks and the opening lines of ministerial declarations. In CLIL there is a chance that they are being asked their opinions because the expression of opinions is a key competence in the syllabus con tent. [7] 4. HISTORY OF CLIL There was always a big interest in alternative methods of language instruction and understanding of foreign cultures. In ancient times it was very popular to learn another language in the languages country of origin and to familiarize with the culture at the same time. In the middle ages many people were multilingual, although it is known that (except from Latin) no language was taught systematically in the schools or in other educational institutions. Foreign languages were learned through the interaction with speakers (people from foreign countries), mostly from trade or professional interests. In the 18 th and 19th century governesses were employed by aristocratic families. The governesses used their native tongue, French language, to instruct the children. The children had acquired new language as a foreign or frequently as a second language, as they used it to learn the contents of whatever it was they were taught: history, geography, or other subjects. So the roots of CLIL lies at this ancient linguistic cultural learning . Simultaneous integrated learning of a language and a particular subject by using foreign language as the language of instruction and learning. For a considerable time now, schools exist all over the world in which all school subjects are taught not in the local language, but in one of the worlds great cultural languages. German schools abroad, French academic high schools, British boarding schools and for some time now the schools set up by international institutions for the children of their employees are modern examples of alternative methods that depart from traditional curricular instruction and make use of this underlying principle of bilingual instruction, the integration of a foreign language and school ubject matter. [8] But it is conspicuous that the schools mentioned above are almost exclusively elite schools, where the term eliteâ€Å" not only refers to the high intellectual capabilities of the students, but also to the financial options available to their parents that make it possible for them to send their children to these schools. This process of selection over a long period of time had led to this decidedl y attractive form of learning being available only to a minority of young people. Through the establishment of so-called bilingual branches in normal regular schools (academic high schools and secondary schools), especially in Germany and Austria in the second half of the 20th century, bilingual curricular instruction was made available to students from all levels of society. The language policy of the European Union (every E. U. citizen should be able to speak at least two languages of the Union in addition to his native language) has resulted in bilingual curricular instruction having gained a high level of acceptance and support in all of Europe. 8] The number of concepts referring to this didactic idea is surprisingly large. In the English-language context, concepts such as; 1. Teaching Content through a Foreign Language, 2. Dual Focused Instruction, 3. Bilingual Content Teaching, 4. Content Based Language Teaching. These terms also make it clear that the basic concept of bilingual learning is interpreted in different ways. [8] During the past decade a concept has established itself in the English- and French-speaking cultural areas that are being increasingly used to refer to this idea:   1. Content and Language Integrated Learning((English) abbreviated as CLIL) 2. Enseignement dune Matiere par lIntegration dune Language Etrangere  ((French)  abbreviated as EMILE). It is surely a welcome development that, in spite of the diversity of interpretations of this idea inherent in these concepts, a uniform term is beginning to emerge, one that allows an unbiased perspective on this approach. But this also necessitates a definition that does justice to the diversity inherent in the concepts. Such a definition was already proposed at the start of this century and presented in slightly modified form in the Eurydice Report of the European Union (Eurydice Report, 2006). It runs as follows: ? The acronym CLIL is used as a generic term to describe all types of provision in which a second language (a foreign, regional or minority language and/or another official state language) is used to teach certain subjects in the curriculum other than the language lessons themselves. (Eurydice 2006: 8) 5. CLIL’S SITUATION IN LITHUANIA In Lithuania CLIL was initiated only in 2002 by the Ministry of Education and Science. The subject’s taught in foreign languages – English, French and German-include informatics, technology, history, ethics, and geography. Other subjects including art, business and cultural studies, music, biology, economics, healthy life style, mathematics, were used rarely. Humanities and creative subjects are definitely preferred as options for CLIL projects. The integration of languages and humanities in Lithuania seems to work better. Language teachers feel more confident about teaching other subject through foreign languages than subject teachers teaching in foreign languages. The most widely used model of teaching CLIL is subject and language teachers working in teams. CLIL is viewed in a positive light. The teachers in Lithuania perceive integrated teaching as a possibility for professional growth. Teachers are also motivated by the possibility to learn methods and approaches . By far the largest advantages as seen is the expansion of knowledge , both language and subject . Integrated teaching is primarily seen as a mean of developing language skills. Studies abroad are mentioned as a second biggest advantage. Other advantages that are mentioned by Lithuanian teachers are the development of IT skills, co-operation possibilities, career opportunities, higher motivation and increased competitiveness. Some teachers also mention the use of authentic materials and authentic tasks as one of the biggest advantages of approach. [9] Recently an investigation has been done by Ruta Veteryte, Management Teacher and Vilmante Liubiniene, English/ESP Teacher, to find out the situation of CLIL in Lithuania in various education levels. The results were following: 1. Pre primary level. Nowadays it has become a fashion, to offer language classes in some kindergartens. (Especially in English language). 2. Primary level. A foreign language is being taught from 1st year only in some profiled schools. 3. Secondary level. Beginning with the secondary level all schools provides studies of foreign languages. This lasts approximately for 7 years. In some gymnasiums students study such subjects as Economics or Physics in a foreign language, but this is not a very common practice. 4. Tertiary level. All students study foreign languages at least for a year, not depending on whether they are college or university students. Some higher education institutions train language specialists; others develop general skills of students in foreign languages up the advanced level. Studies of foreign languages differ a great deal among the universities. The length of language studies usually is restricted to one academic year. During this year some universities offer the courses of general English/German/French. When students reach the required level of language skills they are allowed to continue language studies choosing some alternatives, like Business English, English for Academic Purposes and etc. Other universities right from the beginning offer specialized language studies (ESP), depending on the profile of the Faculty(English for Law, English for Economics and Management, English for Environmental Studies, etc. ). Still, there are universities, which offer a variety of subjects to be taught in foreign languages. This is a common practice in Social Sciences, Economics, Engineering, and etc. Some universities have special units like International Study Centers that organize most of the studies in a foreign language. Students have a possibility to attend the courses offered by the visiting or native professors. [10] 6. THE RESEARCH OF CLIL’S SUCCESSFULNESS IN TERTIARY LEVEL A research has been done by Doctor. Vilmante Liubiniene [? ], in Lithuania , Kaunas University of technology , in Faculty of Social Sciences in order to verify theoretical assumptions of CLIL discussed in Chapter 2. A group of first year students in tertiary level were chosen and exposed to CLIL teaching methods during course â€Å"English through Sociologyâ€Å". For comparison another group of students were included, as a control group. Observation has been done for a whole academic year and results tested in the form of survey at the end. The questionnaire was also composed by Doctor. Vilmante Liubiniene. It was composed according to the theoretical assumptions of Marsh and Krashen, plus some additional questions on language and subject skills. Respondents had to answer 28 questions. In the table below we can see the results of Doctor. Vilmantes Liubinienes investigation. [2] Table 6. 1 Results of Investigation | |CLIL* |RS** | |1 |Built intercultural knowledge and understanding |3,94 |2,63 | |2 |Develop intercultural communication skills |3,73 |3,09 | |3 |Learn about specific neighboring countries/regions and minority of groups |3,89 |2,41 | |4 |Introduce the wider cultural context |4,05 |3,16 | |5 |Prepare for internationalism, specifically EU-integration |2,94 |3,08 | |6 |Improve overall English language competence |3,89 |3,41 | |7 |De velop oral communication skills |4,05 |3,66 | |8 |Develop multilingualism interest and attitudes |3,36 |2,83 | |9 |Improved the skills of listening comprehension |3,78 |2,58 | |10 |Provide opportunities to study content through different perspectives |3,63 |3,16 | |11 |Access subject-specific English language terminology |3,68 |3,33 | |12 |Prepare for future studies and/or working life |3,89 |3,25 | |13 |Complement individual learning strategies |3,68 |3,0 | |14 |Diversify methods and forms of classroom practice |4,0 2,91 | |15 |Increase learner motivation |3,73 |2,58 | |16 |Have â€Å"naturally† developed the knowledge of a second language |4,15 |3,41 | |17 |Develop the skills of reading |4,21 |3,5 | |18 |Have understood what is meant â€Å"sociology† |4,63 |3,58 | |19 |Develop academic writing skills |3,57 |3,08 | |20 |Acquired the skills of presentation |4,26 |3,08 | |21 |Have understood texts in the target language |4,31 |3,25 | |22 |Feel fluent in English |3,89 |3,16 | |23 |Have learnt grammas rules |2,84 |2,58 | |24 |Develop ability to answer spontaneously to the questions |3,76 |2,83 | |25 |Understand the content with the help of context or extra-linguistic information |3,94 |2,5 | |26 |Have acquired self-confidence |3,66 |3,16 | |27 |Have enjoyed studying the content |4,1 |3,25 | |28 |Had a relaxed classroom atmosphere |4,57 |3,58 | *-students working according to the CLIL methodology **- regular students Results were based on self-evaluation questionnaire (ranging from-1the least till 5- the most)indicates that CLIL students have become more proficient and have achieved better results as compared to the other students learning a foreign language. These findings gave proof to Krashen’s hypothesis and Marsh four dimension hypotheses. According to the results in Table 6. 1 it is obvious that CLIL students are more proficient than regular students, and CLIL has a positive impact on a versatile education. CLIL students in this investigation, have clearly improved overall foreign language competence and increased learner’s motivation. 7. PERSPECTIVES OF CLIL According to the investigation in Chapter 5 and research in Chapter 6, that were held in Lithuania, we can assume, various findings. In the investigation described in Chapter 5, we can clearly see that in Lithuania, there are no CLIL until secondary level of education. In the secondary level of education CLIL is a very rear practice, and as a rule it is held in English language only. Meanwhile foreign languages are being taught at least for seven years, and sometimes since pre-primary level. Situation remarkably changes in tertiary level, where CLIL is applied in three languages. Lithuanian colleges and universities offer, not only subject learning, but even whole studies according to the CLIL program. In research, shown in Chapter 6, shows up a clear view, that CLIL in tertiary level, in this case university is absolutely successful. And it satisfies most of the European Union’s theoretical assumptions. It means that science teaching in universities, based on CLIL program is very successful, useful and perspective. But according to the European Council Resolution in 1995: â€Å"†¦all EU citizens, by the time they leave compulsory schooling, should be able to speak two languages other than the mother tongue†. It means, that CLIL program should be applied in Secondary level of education (alongside with tertiary). Keeping in mind that compulsory schooling in Lithuania is tenth grade , indicates that CLIL should be practiced in earlier classes , not in the graduate ones. In my opinion applying CLIL in secondary schools more often and much earlier would cause more problems, to the teachers, and rarely to the pupils. Teachers on the other hand might face the following obstacles: 1. Opposition to language teaching by subject teachers may come from language teachers themselves. Subject teachers may be unwilling to take on the responsibility. 2. Most current CLIL programs are experimental. There are few sound research-based empirical studies, while CLIL-type bilingual programs are mainly seen to be marketable products in the private sector. 3. CLIL is based on language acquisition, but in monolingual situations, a good deal of conscious learning is involved, demanding skills from the subject teacher. 4. The lack of CLIL teacher-training programs suggests that the majority of teachers working on bilingual programs may be ill-equipped to do the job adequately. 5. There is little evidence to suggest that understanding of content is not reduced by lack of language competence. Current opinion seems to be that language ability can only be increased by content-based learning after a certain stage. 6. Some aspects of CLIL are unnatural; such as the appreciation of the literature and culture of the learners own country through a second language. [11] Putting an effort, by both teachers and pupils, would result in very successful, proficient and perspective science teaching. CONCLUSION Teaching foreign language through content of subject is a useful educational strategy in multilingual education. The emphasis on content and on communication initiates teaching and learning process. During the investigation of CLIL situation in Lithuania, I found out that in the secondary level of education, CLIL is a very rear practice and as a rule it is held in English language only. Meanwhile in tertiary level, CLIL is applied in three languages. In Lithuanian colleges and universities there are not only subject learning, but whole studies are based on CLIL program. According to the research, science teaching in universities, based on CLIL program, is very successful, useful and perspective. Pupils will graduate school by being more proficient and knowing more than one foreign language, if the CLIL program would be implemented to lower secondary education classes and expanded widely between Lithuanian schools, And this would lead us to the conclusion, that CLIL has huge perspectives in science and foreign language teaching and learning. LITERATURE 1. http://ec. europa. eu/education/languages/language-teaching/doc236_en. htm 2. Global Cooperation in Engineering Education. Proceedings of International conference. Kaunas University of Tehcnology. 2008 3. clilconsortium. jyu. fi/ 4. Marsh, D; Wolff, D. (eds) Diverse Contexts Converging Goals. CLIL in Europe (2007) 5. Marsh, D. and Maljers, A, and Hartiala , A-K. Profiling European CLIL Classrooms , Languages open doors (2001), www. clilcompencium. com 6. Krashen, S. and Terrell, T. D. The Natural Approach. Oxford: Pergamon (1988). 7. onestopclil. com/section. asp? theme=magcatid=238docid=453 8. goethe. de/ges/spa/dos/ifs/en2747558. htm 9. Andriuliene, L; Kelly , K,; Krikstaponis,A. ; Vilkanciene, L. (red. ) Integruotas dalyko ir uzsienio kalbos mokymas. Vilnius,SMM, Svietimo aprupinimo centras (2006) 10. factworld. info/lithuania/ 11. teachingenglish. org. uk/think/articles/content-language-integrated-learning[pic]

A Look at Vengeance as Illustrated in Edgar Allan Poe’s Story, The Cask of Amontillado

A Look at Vengeance as Illustrated in Edgar Allan Poe’s Story, The Cask of Amontillado â€Å"The Cask of Amontillado† by Edgar Allan Poe is the twisted story of Montresors revenge against Fortunato, a â€Å"friend† who insulted his family name. After luring Fortunato into his family’s catacombs with the promise of enjoying a drink of Amontillado, Montresor chains him to wall and leaves him there to die. Different aspects of Poe’s life, including his psychological tendencies and Freemasonry, influenced him to incorporate social status into â€Å"The Cask of Amontillado†. It is evident that both characteristics of Poe’s personality and values are reflected in this short story. Poe resented his social status, was full of pride, and took criticism harshly. Like Poe, Montresor also did not take jokes and criticism lightly. Fortunato’s continuous remarks about the Montresors is what ultimately lead Montresor to kill him. Fortunato made remarks about the Montresors because of their recent fall in wealth. Poe resented his more successful coworkers who had more money than him, and he made this known; he â€Å"quickly became upset by jokes made at his expense† (Giammarco). Montresor resents Fortunato’s wealth and happiness because he has fallen in social status. Montresor wants what he used to have and what Fortunato recently gained. Montresor and Fortunato both have a high sense of pride and reputation. Thus, Montresor’s fall in social status severely affects him and makes him envious of Fortunato. This envy and jealousy, caused by the differing social positions of Montresor and Fortunato, is what ultimately drives Montresor to kill Fortunato (Poe). Poe’s own personality characteristic of resenting his social status can be seen here in Montresor’s character. As the story unfolds, the audience learns that Montresor has fallen in social class, and that Fortunato is now wealthier and therefore more powerful than he. After Fortunato has a coughing fit, Montresor says â€Å"You are rich, respected, admired, beloved; you are happy, as I once was. You are a man to be missed† (Poe 327). This shows that Montresor was once wealthy and happy, like Fortunato currently is, but his fall in social status has caused him unhappiness. One of the influences on Poe plays a role Montresor still has his pride despite the fact that he has fallen in social status. He is still confident that he can trick Fortunato with the promise of Amontillado and play upon his weaknesses. This weakness, stemming from his high social status, leads to his ultimate demise. Fortunato is left to die in the catacombs, and Montresor has to live with the guilt of killing him for his reputation (Poe). Poe’s strong sense of pride is seen here in Montresor’s character. Three aspects of Poe’s character, including resenting his social status, taking criticism harshly, and having a strong sense of pride, all made their way into Montresor’s character in this short story. These characteristics of Montresor demonstrate the social status element that Poe incorporated in â€Å"The Cask of Amontillado†. Not only was Poe’s influenced by his own personal experience, he was also influenced by the heavy Freemason presence of his time period. The audience sees another aspect of social status embedded in Poe’s short story, and this is the reference to the Freemasons. In Poe’s â€Å"The Cask of Amontillado† a conversation between Montresor and Fortunato occurs over the Freemasons. ‘â€Å"You do not comprehend?† he said. â€Å"Not I,† I replied. â€Å"Then you are not of the brotherhood.† â€Å"How?† â€Å"You are not of the masons.† â€Å"Yes, yes,† I said; â€Å"yes, yes.† â€Å"You? Impossible! A mason?† (Poe 328). Fortunato, once again, insults Montresor by telling him that it is impossible that he is a Freemason. The issue of social status is evident again here, as the audience sees how Fortunato regards himself as a higher social status. This dialogue between Montresor and Fortunato held cultural significance for Poe because of the large presence of Freemasons during this time period. The dialogue that contains the reference to the Freemasons is a â€Å"contemporary Masonic political conflict† (Davis-Undiano). According to Davis-Undiano, contemporary analysis of the Freemasons in this short story is often incorrect; their cultural impact and significance vastly varied at the time the short story was written compared to present day. At the time this short story was written, there were two different kinds of Freemasons, and an ongoing conflict was occurring between them (Davis-Undiano). Since the Freemasons were an exclusive club, the idea of social status is seen further here. Fortunato considers himself of higher social status than Montresor, so when he references the Freemasons, he is insulting Montresor yet again, accusing him of being a â€Å"lesser† Freemason. The time period in which Poe wrote this story was the period in which the rift was deepening between the â€Å"elite† and â€Å"working class† Freemasons. Poe could have been demonstrating this rift in â€Å"The Cask of Amontillado† with the reference to the Freemasons between Montresor and Fortunato. The reader can see the similarities between Poe’s personality characteristics and morals in the characters in the story. These characteristics Montresor, including resenting his social status, taking criticism harshly, and having a strong sense of pride, all demonstrate Poe’s psychological tendencies in relation to social class. The Freemasons are also an integral part of the story, as they also influenced Poe and further show social status. Fortunato’s incredulous remarks about Montresor being a Freemason demonstrate their differing social statuses and the importance of the Freemasons to the story. Social status is a significant theme in Poe’s â€Å"The Cask of Amontillado† and many of his other great works.

Report on Diversity day episode Essay Example | Topics and Well Written Essays - 500 words

Report on Diversity day episode - Essay Example Employees are inconsiderate of other employee’s feelings. One employee shreds papers rudely inconveniencing another, who is on the phone. He even goes further to cut off a call from a client. Dwight steals a colleague’s client. Such behavior illustrates the absence of office etiquette. Michael Scott as the Scranton Regional Manager should set a good example and the standard for the way people conduct themselves in the workplace. The Diversity Day training is organized by corporate in response to an incident in which Michael made racially offensive statements. Having everyone sign the Diversity commitment paper in order to avoid embarrassment shows preferential treatment in corporate. There should be fair treatment of all members of an organization. At the seminar, he does not provide a good environment for Mr. Brown, the course facilitator to do his job. Michael also discriminates against black people in the office. He lashes out at them for failing to take responsibility for mistakes they make and blames them for expecting praise for doing what is expected of them. He later extends this discrimination to the Mexicans by suggesting that the term represents something that one should feel ashamed. Role acting about minority communities propagates stereotypes. The role of Michael representing Martin Luther Jnr is an insult to the civil rights movement and the black community he represented. The statement that most streets named after the civil rights record the highest number of violence propagates the stereotypes that black people are violent. The show also suggests that Arabs are violent people while upholding the perception that Jews are shylocks. It is worth noting that several laws broken in the show. For example, the slapping of Michael breaks the law against violence at the workplace. His imitation of Indians deliberately singles a member of the minority community subjecting her to emotional pain

Stock photography Essay Example | Topics and Well Written Essays - 500 words

Stock photography - Essay Example Stock photography in this case becomes highly cost effective and of great use at the right time. Moreover, hiring and explaining while training the photographer as to what the company actually needs out of his work takes a lot of time and still cannot assure the desired results. Therefore in order to minimize the risk of getting the wrong outcomes, most of the companies go for stock photography (Highton, 244). The use of stock photography is most commonly found in the advertising, design or such related agencies which have more of a creative and artistic work to do. Although this type of photography seems easy but it has some serious criterion related to it. Such photographers always have to keep on following certain criteria so that their images can match up to the standards which most of the reputed and well established companies desire (Gross, 185). This type of photography is best utilized by those companies which are purely involved in their core business and can hardly manage these advertising and promotional aspects on their own.Stock photography is of great value both to the photographer as well as the employer as it mutually benefits both parties not only in financial terms but also in terms of saving valuable time of both parties. The success of stock photography entirely depends upon the effectiveness and efficiency of the photographer. If the portfolio of his or her pictures is diverse and caters almost everything that can match the needs of his target clients, then it would definitely get him a huge business. Similarly, he would not be in need of updating the portfolio of new pictures every now and then. The trend of the stock photography started a long time back, nearly in the nineteen twenties. But now the things have changed drastically. It has not just been limited to photography but a number of agencies have been established

Science Neutralizing Lakes Essay Example for Free

Science Neutralizing Lakes Essay Part 1 – Design a strategy for neutralizing Fish Lake What do I know? (What do I remember about the neutralization reaction) Neutralization is when an acid and base are mixed together to me an ionic compound or which are 7 on the pH scale or pure water, it is also when a base and acid are mixed to make it in a neutral state. What am I wondering? (What are your rough ideas to fix an acidified lake?) I will be finding a base that will work the most effective way, also I will find a base that can fix a large amount of acidified lake water with a base that can neutralize it with less then the acidified lake water, I will also look for a base that can make sulfuric acid neutral As a class we got options to what we will conduct this experiment with the base I choose is Sodium hydroxide (NaOH) and for the indicator to show that this will make it neutral is the Universal Indictor I choose that indicator because it has a wide color spectrum when being neutralized. Predictions How much base do you think do you think it will take to neutralize 5mL of acidified lake water? Why? I believe that it will take a little less then 5mL to neutralize it because it will rapidly dissolve and neutralize it. I also know because sodium hydroxide is very responsive once added it will take effect. Balanced Chemical Formula for Sodium hydroxide and Sulfuric Acid (Acidic Lake water) NaOH + H2SO4 - NaHSO4 + H2O How will you know when you have added the correct amount of base and why? I will be using the universal indicator when first added it will first be red, orange, and yellow thus meaning it’s an acid. I will know when it’s fully neutralized when it turns green, blue, and violet. I choose this indicator because it has a wide spectrum of colors, which can help me indicate if I have added the right amount of base. Experimental Set-up and procedure 1. First get all safety equipment needed (safety goggles, and glasses) 2. Receive a test tube 3. Add about 10 drops of acidified lake water to the test tube (10 drops = 5mL) 4. Receive your Indictor (universal indictor) 5. Add about 2 drops of the universal indictor to the acidified lake water 6. Acidified lake water turned orange which meant it was a acid 7. Then I received sodium hydroxide (NaOH) 8. I filled a dropper with NaOH 9. I dropped NaOH into the acidified lake water I seen drastic changes right away with the indictor it started to change right away 10. I added NaOH to the acidified lake water until the indictor turned into a color which was recognized as a base or neutral 11. It took about 9 drops which is less then 5mL to fully neutralize the acid in the water 12. I then recorded all my data to a piece of paper to keep for future references 13. At the end of this experiment I also conducted a next one all the previous steps above were followed but the base was changed to get a comparison 14. To complete my second experiment I used calcium carbonate (CaCo3) 15. I followed previous steps above 16. I added calcium carbonate (CaCo3) to the acidified lake water 17. It took about 15 – 20 drops of (Caco3) to neutralize the acid from the water 18. At the end of these experiments all equipment that I used was cleaned up and stored away to its proper location Record Lake water Acid | Indicator | Base | Observations| What volume of acidic lake water did you neutralize ?I used 10 drops of acidic lake water which is = to 5mL.| What indictor did you choose?Universal indicator I choose that because there is a wide color spectrum so you will see the neutralization when it’s happening.| What base did you choose?I choose sodium hydroxide because it can get the job done and rapidly neutralize acidic water. | How much base was needed to neutralize the acid? What else did you observe?It took about 9 drops of sodium hydroxide (NaOH) which is less then 5mL, I also noticed when adding NaOH the water started to neutralize right away you were able to see the indictor turning purple due to the fact that it was turning into a base.| Reflect Make conclusion by referring to your predictions from step 1. Did your data support these predictions? Why or why not? If not how has your thinking changed? My predictions were correct, my data did support these predictions I say that because when I conducted this experiment I did in fact use less then 5mL I used 9 drops of sodium hydroxide, which is about 4.8 mL. when I conducted this experiment I did have a worry it might be over 5mL because I was not sure my research prior to this lab. I also did know I added the right amount of indicator because when conducting this lab/experiment the indictor turned fully purple thus meaning it was neutralized. When using the universal indicator it has a wide color spectrum, which means it has different colors. When it’s an acid the color will be red, orange, and yellow. When it’s a base it will be green, blue, and violet. MSDS I kept this in mind when using these chemicals in this experiment In large amounts of NaOH is very harmful to human health also other life, I did keep that in mind but I did further research, when I did my research it did state when adding small amounts gradually it will dissolve with out a problem when adding large amounts will cause a problem to wild life and also human life. Small amounts will dissolve over time then add in more once dissolved. Suggest one way in which you could improve your experimental procedure. One way I could of improved in this experimental procedure is to get different bases to get a different observation, which will be a better base. It will be more effective because we have a wider range of bases, which could lead to better solutions.

How Social Capital is Viewed by Different Communities Essay -- Social

Introduction The purpose of this essay is to compare and contrast two different papers that highlight how social capital is viewed by different communities in any given society. The first article titled â€Å"Social Capital and Civil Society† was published in October 1999 by Francis Fukuyama from the institute of Public Policy, George Mason University. Fukuyama (1999) explores to examine in a wider context what social capital is? It’s key function in the free market, how social capital is measured and finally makes suggestions on how social capital can be cultivated for the good in any given society. In the second article titled â€Å"What is Social Capital and why is it important to Public Policy?† was published in 1998 by Robert E. Lang and Steven P. Hornburg from the Fannie Mae Foundation. The authors highlight that social capital has a clear link to government housing and urban policy formation and argue that the lack of social capital has a clear affect to community stability and housing provision. By using Robert Putman’s concepts and comparing six different articles on social capital the author’s further see the increase to social capital to an area has a high effect to the community and improves the lives of many people that are living in deprived areas of the society. Brief Outline Articles Article One â€Å"Social Capital and Civil Society† published in October 1999 By Francis Fukuyama from the institute of Public Policy, George Mason University. Fukuyama (1999) defines social capital as the cooperation of a group of people that are mainly formed by two or more people. He goes further to claim that the formation of the group can be between two very good friends or be more complicated like in the formation of religious group b... ...l suggested by â€Å"globalisation† where the involvement of the community is made not just for capital gain but by ideas of culture. In conclusion this two articles even though different and written for two different audiences, prove without a doubt the theoretical concept behind social capital whether the focus is in housing, public policy or civil society, an enhanced social capital within a community can generate good to any given society. Bibliography Fukuyama F., (1999). Social Capital and Civil Society. The Institute of Public Policy. Web. March 1, 2016 https://www.imf.org/external/pubs/ft/seminar/1999/reforms/fukuyama.htm Lang R.E, and Hornburg S.P (1998) What is Social Capital and why is it important to Public Policy?. Housing Policy Debate. Vol.9, No.1, pp1-16. Web. March 6, 2016 http://www.tandfonline.com/doi/pdf/10.1080/10511482.1998.9521284

Notes on the Auteur Theory Essay

The auteur theory consists of a director’s own personality or attitude in each film that they create. Each film has his or her own style and they use their own personal technique in each film differently. In the article entitled â€Å"Notes on the Auteur Theory,† written by Andrew Sarris, he states that there are three different premises of the auteur theory. The first premise is â€Å"the technical competence of a director as a criterion of value. † A director can be either good or bad, it all depends on the types of films they create. The second premise of the auteur theory is the â€Å"distinguishable personality of the director as a criterion value. † In every film a director correlates his or her own personality into the premise of the film in some way. This creates a relationship between how the film looks and moves to how the director thinks and feels. The third and final premise of the auteur theory according to Sarris is â€Å"concerned with interior meaning, the ultimate glory of the cinema as an art. † This premise projects the director’s attitude towards life during their films or their vision on the world. Over the years, many directors have met the criteria of an auteur director, but none have fit the characteristics of suspense and mystery like Alfred Hitchcock has. Alfred Hitchcock was born in Leytonstone, London England on August 13th, 1899. He had two older siblings, William and Eileen and the three of them grew up in a strict catholic family with their parents named William Hitchcock and Emma Jane Whelan. Hitchcock did not join the film industry until the 1920s, and prior to that he attended St.  Ignatius College and a school for engineering and navigation. In the beginning of his film work, Hitchcock began drawing sets because of his skills in art and eventually got into filmmaking. Some of Hitchcock’ include, The Pleasure Garden, Jamaica Inn, Frenzy, The Lady Vanishes, Psycho, The Rear Window, The Lodger, Vertigo, and Dial M for Murder. In 1942, after Hitchcock directed a film called, Saboteur, film companies began referring to his film after himself; such as Alfred Hitchcock’s Psycho, Alfred Hitchcock’s Family Plot, Alfred Hitchcock’s Frenzy. Hitchcock was awarded the Life Achievement Award on March 7th, 1979 and by this time he was becoming very ill. Unfortunately, Alfred Hitchcock passed away on April 29th, 1980 from a renal failure. Hitchcock may be gone, but his films are never forgotten and to this day Hitchcock will be remembered as the most famous suspenseful and mysterious filmmakers. (IMDB, N. P) Alfred Hitchcock, said, â€Å"There is no terror in the bang, only the anticipation of it†. This statement falls true in almost all of Hitchcock’s films. An auteur director â€Å"illuminates the style of a single artist through a consideration of formal elements,† and one of Hitchcock’s elements that he incorporates in his films is the use of suspenseful tone during certain scenes. (Bywater, 52) In the film, Dial M for Murder, Alfred applies ominous tones to make the audience on the edge of their seats. During the scene when Margot is about to be murdered, the music starts off slow and begins to increase in volume right before the murderer strangles her, forcing the audience to wonder what will occur next. The same type of suspense is used during the film, Vertigo. There is a scene when John is attempting to makeover Judy to fit the aspects of a former lover, Madeline. While he is awaiting her arrival from the bathroom, the tone of the score begins to rise. As John is anticipating Judy’s appearance, the music starts to grow and right before she opens the door of the bathroom, the volume is at its loudest, making the suspense for her arrival at its peak for the audience. Another scene from Vertigo is when John follows Madeline to see her jump off of the bridge into the San Francisco bay. Prior to her jump, the music is light and calming, making the audience wonder why John and Madeline are there. The moment Madeline dives into the bay, the tone immediately heightens and the audience feels a sense of terror not knowing what happened to her. Hitchcock incorporates this style of score into one of his most famous films, Psycho. In an article its states that â€Å"Psycho is the mother of all modern suspense films,† and the audience witnesses this in one of the most famous scenes from the film, the death of the main actress, Marian, during a shower (â€Å"The Greatest Films†). As Marian steps in and begins to take a shower, there is no music playing. While the scene progresses and the shadow of the mother begins to appear, as does the screeching music. This high-pitched tone terrifies the audience as the mother quickly kills Marion. Hitchcock combines the use of score and the use of a drawn out dialogue scenes to create a sense of anxiety between the characters. By using long dialogue scenes, Hitchcock is able to create anticipation from scene to scene, allowing the audience to wonder what will come after. In Dial M for Murder, there is a scene between Tony and Swan discussing how the two will kill Tony’s wife, Margot. The two deeply discuss what will happen during the murder and as the scene progresses the audience becomes worried whether or not the plan will succeed. Hitchcock used the same technique in the film Vertigo during a scene between John and Meredith. The scene consists of the two in the woods while Meredith begins to go into an odd mental breakdown. The audience learns that there is something deeply wrong with Meredith and that John is trying to help her. This scene shows the progression of Meredith’s condition, causing the audience to think about what is left to come. The same technique appears in the film Psycho during an intense conversation between Norman and Marion. This is the first night that Marion stays in the home with Norman and his mother. Norman begins a conversation with her, but instead of coming off friendly, Norman starts to become much more creepy. As the scene advances, Marion begins to become scared of Norman and starts to feel unsafe in his presence. This scene gives the audience a feel of uncertainty with Norman and begins to see that there is something wrong with the man. With the use of long dialogue scenes, Hitchcock was able to convey certain emotions within the scenes to the audience. Alfred Hitchcock will go down in filmmaking history as an auteur director because of his use of both suspenseful score and long mysterious dialogue scenes. Throughout every one of his films, the audience is able to feel scared without the use of cheesy tactics, but from intelligent techniques that incorporate Hitchcock’s personality and the use of his own spin on every film he creates.

Characteristics of the Classic Monster Movie

Monster movies took hold in the early 1930’s as a new spin on the horror-psychological thrillers beginning to debut.   The monster movie genre as a whole has taken much criticism as to its merits, but it holds its weight in the box office with nearly 15% of all movie sales (Fischoff).   And, while many things can be said about the monster movie as a genre, the monster movie can be taken apart and illuminated to pick out the three core, salient characteristics found in all movies of the genre: the type of monster, the psychological aspect of the monster, and the plot of the movie, or, more succinctly, the monster’s motive. Fundamentally, certain genres lend to certain types of story arcs.   While the romantic comedy often follows a more character driven plot, where the characters find the meaning of true love, the monster movie follows a definable plot driven format.   And basically, in the plot driven movie, the overall story illustrates the efficiency of a town’s characters and how well they are able to stand up to the monster, before, either they are killed or the monster is finally neutralized or vanquished in a final, climax of a scene. To be honest, the end result of the town and its people doesn’t really matter, and any ending is entirely plausible.   But, the intrigue that makes a good monster movie is to be competently presented with the monster, the origin of the monster, and for the audience to discover what that monster wants out of the society they are terrorizing.   While the monster makes the lives of the characters in the story miserable, the audience is torn between wanting the characters to win, or actually feeling sympathy for the monster because of the conditions presented surrounding that monster’s origin. Moreover, monster movie plots have been known to fit into the plot categories and monster types to such a degree that a generator was actually created by David Neilsen.   Among the other completely hilarious and surprisingly useful generators to be had, the Monster Movie Pitch allows a user to create their own monster movie pitch by filling in the required fields.   Once filled in, the monster movie pitch is instantly created and a visitor can do what they want with the results. Because this generator actually serves to illuminate the points within this paper, a short detour will be taken.   With that said, the generator dictates that a male lead, female lead, and male sidekick are required, as well as a title.   Then the setting must be chosen: either a dark and forbidding forest, a sleepy little town, a mental institution, at sea, or ancient ruins.   Then the monster type must be selected: either the undead, extra-terrestrial, scientific abomination, creature of folklore/myth/legend, or nature gone bad.   And finally, the monster motive must be defined: revenge, to feed, to protect its young, its slumber has been disturbed, or it seeks to destroy humanity. Now, let’s see what fun can be had.   The selections have been made for the practice monster movie entitled, The Big Bad.   The rundown: heroic Zack and best buddy Trent, live in a sleepy little town and will come across an extra-terrestrial, leading lady Emily, and who seeks to destroy humanity.   Simple and sounds like a blockbuster.   Plugged into the generator, here’s the actual movie pitch: Critically acclaimed Egyptian filmmaker Aslad Assop brings his nightmare back to the screen with The Big Bad. This long awaited sequel to his international hit, Gong of Deviled Oxen, reunites aggressive shepherd Huche Ramman (Zack) with his holy guide Hammotep (Trent) in their biggest adventure yet. This time, Huche discovers messages in the entrails of his sheep and the trail leads to an extra-terrestrial temptress (Emily) who wishes to use sin to destroy all of humanity. Now the temptress is invading Huche’s Sleepy Little Town of Grozer, Egypt and only Huche’s faith can save the world! Sounds better than some of the monster movies out there.   Now, the purpose of the generator was not merely for amusement, though it was a bit of fun; however, it also serves to prove and illustrate the core, salient characteristics of the monster movie which are the type of monster, the psychological appeal of the monster, and the plot, or, motive of the monster. Because Neilsen states the monster types right out, it’s easy to realize, once they are presented in such a manner, that every monster movie (probably ever made) fits well into the categories, without even needing wriggle room.   To be precise, Neilsen states that there are five basic types of monster. The first type is the undead monster.   Now, the undead monster movie began in the 1930’s with Dracula and continued well into the freaky zombie thrillers of today like 28 Days Later and Resident Evil.   The undead category is not only chilling, but is perhaps the most used of all the monster types.   Even pop culture revolves around vampires, zombies, and the undead with shows like Buffy the Vampire Slayer, and Supernatural.   This type of monster has the greatest impact on an audience because of the psychological aspect and appeal behind that monster. Moreover, the second monster type is the extra-terrestrial and is evident in movies like Alien, War of the Worlds and Predator.   ET actually fits this category as well, though that alien is more cute and cuddly than frightening.   Now, this monster type usually has the same motive, that to destroy all of mankind, and is the least escapable of all the monster types because they take more to vanquish than simple guns and grenades.   Characters in these movies die rapidly and often, and do little but to illustrate the irk of the monster. The third monster type is known as the scientific abomination.   This is an interesting monster category because it actually encompasses many different sorts of monsters, from Frankenstein, to Dr. Jekyll and Mr. Hyde, to the Invisible Man.   In all cases, this type of monster is created, even purposefully manufactured, and the outcome is accidental and tragic.   The creator of the monster is often murdered, or lost to his darker evil side, and the characters again, serve only to be killed off as the mad scientist almost realizes his folly. The fourth type of monster is the creature from folklore/myth/legend.   This category encompasses monsters from The Mummy, to monsters in The Relic, Cerberus, and After Dark.   These monsters all have the same motive, and all, actually, seem to have become a plague to the characters because of that motive: being disturbed from their slumber, which serves to kill off most of the characters in the most violent and brutal method possible. Finally, the fifth monster type is nature gone bad.   This fits the Armageddon sort of flick, where birds, bats, plague, or impending asteroids kill off a good portion of the characters.   Movies like Stephen King’s The Birds, Armageddon, 10.5, and The Day After Tomorrow fit this category well.   The problem with this last monster type is that it differs the most dramatically from the genre because a great deal more time is spent on character growth than on the priorities of the monster, being nature, but in the end, nature usually wins out, despite how great the characterization is. Furthermore, Stuart Fischoff’s study commented on many things monster but one conclusion was striking, that â€Å"film monsters have proven to be such unforgettable characters that in many instances they have become part of our culture.†Ã‚   In fact, they are unforgettable to the degree that â€Å"most Americans would recognize a picture of Frankenstein, Dracula, King Kong, Godzilla or the Mummy before recognizing a Supreme Court Justice† (Fischoff). This conclusion is not only remarkable, it is entirely true.   John Rutledge is one of the most recently discussed Supreme Court Justices, but his name means nothing unless that person has been thoroughly engrossed in the newspaper for the past two years.   On the other hand, a person doesn’t even have to watch Godzilla to know that Godzilla is a dinosaur-like creature that wreaks havoc on Tokyo or that Dracula is a vampire with unconventional vampire powers. Additionally, the second core characteristic of monster movies is the psychological aspect and appeal of the monster.   This aspect can roughly be defined as not only the type of monster, but the character of that monster and what affect that monster has on an audience.   Fischoff’s study was also to survey a group of people and conclusively determine who the â€Å"King of Monsters† was. Turns out Dracula wins, though not because he is the most violent, nor is he the best killer among the monsters to choose from.   Freddy Krueger and Hannibal Lector obviously had the mass-slaying thing down, but they could never have the staying power that Dracula has because their nature is for violence and they lack the extreme psychological aspect that makes Dracula not only frightening, but also seductive. Monster movies are great to watch when the monster is a monster.   But, when man becomes a monster, as in the case of Hannibal Lector in Silence of the Lambs, for reasons pertaining to his youth and not some botched experiment, the movie experience becomes nearly transcendently frightful with the very real aspect that Hannibal could be a real person in a very real neighborhood.   Same with Freddy Krueger, though he at least has that whole dream-killing thing happening which makes him, in reality, a bit less plausible, though his deeds are no less terrifying. Fischoff offers some insight into this phenomena, stating that â€Å"it is believed to be the thrill of fright, the awe of the horrific, the experience of the dark and forbidden side of human behavior that lures people into the dark mouth of the theater to be spooked† (Fischoff).   Even though the man-monster takes off on a different path from the genre, hitting horror and the psychological aspect harder than ever before, people still flock to these movies in droves due to the need for fright, to experience the thrill without living the thrill (how scary would it be if Hannibal lived down the street?).   And, the best monster movies are able to produce at least that much. Moreover, according to Fischoff’s survey, the top ten monsters of all time, in order, are: Dracula, Freddy Krueger, Godzilla, Frankenstein, Chucky, Michael Myers (Halloween), King Kong, Hannibal Lector, Jason Voorhees (Friday 13th), and Alien.   It is interesting to notice when looking at this list that the monster to man-monster ratio is an exact split between the ten.   Five genuine monsters and five men-turned-monsters.   When it comes to monster movies, the best monster is obviously a cross between the most horrific and the most frightening. Furthermore, the third characteristic of monster movies is the use of plot as a device to form the movie around the monster.   Like Neilsen’s generator was helpful to suggest, there are five different plots that make up the monster movie genre, almost, in its entirety.   And, these plots all revolve around or are centered on, the motive of the monster. Basically, the monster can be out for revenge, need to feed, need to protect its young, their slumber has been disturbed, or they want to destroy humanity.   All movies created in the early black and white era actually follow this format, the most famous of them setting up the very archetype known as monster movies today. To begin with, Frankenstein (1931) demonstrates the classic revenge plot.   Dr. Henry Frankenstein wanted to make a man out of stolen body parts and actually managed to do so.   In fact, Dr. Frankenstein’s monster would have been a medical marvel if not for the criminal brain secured for his construction.   Because of that tiny little fatal flaw, the monster rises with a vendetta for Dr. Frankenstein.   And because Dr. Frankenstein screwed up, he becomes the obsession of his own creation. In Dracula (1931), Count Dracula, something of a real estate tycoon and upwardly rich aristocrat, preys on the people he comes across in Transylvania.   Dracula is different than the average monster because of his strikingly literal human nature.   He also has the enhanced ability to seduce his victims beyond their control, which makes him exceptionally difficult to properly vanquish.   The story also ends heroically as Van Helsing is proven right and is able to destroy Dracula.   Dracula’s main motive, besides amusement, is simply, to feed. King Kong (1933) differs from many monster movies because the character relationships are vitally important for the movie to progress.   There are two main relationships developed throughout, that of Ann and Jack and that of Ann and King Kong.   King Kong’s motive, once he falls for his new companion Ann, is to protect her from the evils in his jungle environment, and later, the evils he sees New York City.  Ã‚  Ã‚   One of the final lines in the movies, â€Å"it wasn’t the airplanes, it was beauty that killed the beast† strikes a cord in any heart and makes King Kong perhaps the most lovable of all movie monsters because of his human desire to protect Ann. In The Mummy (1932) a priest is resurrected accidentally by an unwitting team of archeologists and sets about seeking his lost love.   Bad things happen along the way, one of the archeologists is taken as a replacement for the mummy’s lost bride, but the mummy is vanquished in the end when the archeologists destroy the scroll that brought him back to life.   The mummy, Im-ho-tep, basically sends his wrath out on the world and spends the movie causing mass destruction because his slumber was disturbed.   Simple as that. Finally, in Godzilla (1954), Godzilla is a monster god (more like un-extinct dinosaur) that preys on the countryside of Tokyo and fits the classic monster out to destroy humanity plot.   The natives sacrifice virgins in an attempt to appease the monster, but Godzilla seems to enjoy wreaking as much destruction as possible.   The monster attacks every few scenes, with the people in a panic as to how to destroy him before they are all killed.   And, even though they manage to kill Godzilla in the end, the result is not joyful as the people still fear another Godzilla is just moments from rising from the sea. Overall, all movies follow a specific formula which can be calculated and defined based upon the genre they fall in to.   The monster movie is a cross between the horror film and the psychological thriller and has certain core, salient characteristics that define the monster movie as a genre.   Neilsen helps to illuminate the various forms of monster and monster motives with his monster movie pitch generator, and it can be said that, categorically, monster type, psychological aspect of the monster, and motive of the monster as demonstrated in the plot combine to form the core characteristics of the monster movie. Works Consulted. Fischoff, Stuart, et al.   â€Å"The Psychological Appeal of Your Favorite Movie Monsters.† International Scientific Communications, 2003. —-.   â€Å"The Psychological Appeal of Movie Monsters.†Ã‚   Journal of Media Psychology, 2005. LaBarbera, Michael.   â€Å"The Biology of B-Movie Monsters.†Ã‚   University of Chicago, 2003. Neilsen, David.   â€Å"Monster Pitch Generator.†Ã‚   Brunching Shuttlecocks, 2001. Waters, Cullen.   â€Å"The Plot Archetypes of Giant Monster Movies.†Ã‚   WordPress.com, 2005.   Zoombaba.   â€Å"Creature Feature: Monster Movie Roleplaying.†Ã‚   Accessed March 22, 2007.

Dmitri Mendeleyev

Dmitri Mendeleyev Dmitri MendeleyevDmitri Mendeleyev, the youngest of fourteen children was born on February 7Th 1834, in Tobolisk Sibena. His parents were Ivan Mendeleyev, the director of a gymnasium and Marya his mother whos family introduced glass and paper making to Sibernia. When Dmitri was young his father died; so his mother had to work to make the money for the family. She managed the glass factory in Aremziansk, making it hard for her to be at home with her children.Educated at the gymnasium in Tobisk, Dmitri showed strong interest in math and physics. He also was very educated with current science topics and glass blowing from being around the family factory. By age 14 Mendeleyev showed strong scientific promise. Seeing this Mayra wanted him to have a good education.The Mendeleyev family left for Moscow, hoping Dmitri could receive a good education at a University. Nothing good came out of Moscow so they continued on to St. Petersburg in 1855.Dmitri Demiashkin 02

Are state tests actually beneficial to students, or do they place Essay

Are state tests actually beneficial to students, or do they place unnecessary pressure on teachers, students, and parents - Essay Example In fact they create unnecessary pressure to the three stakeholders, diluting its very essence. Firstly, the stakes of state test are too high. Secondly, the test results cannot accurately measure learning. Thirdly, teachers are molded into ‘teaching the tests’ rather than concepts. Lastly, the anxiety associated with tests impedes learning and leads to cheating and result manipulation. Therefore, this paper will discuss on why state tests are not beneficial to stakeholders in education—students, teachers and parents. To begin with, the stakes of the tests are too high and teachers are adapted into ‘teaching test’ rather than concepts. Traditionally, test scores influence how much funds a school would receive from the government. Low test scores would make the school run the risk of its operations taken over by the government; therefore, little room for independent decision making (Texas Business Leadership Council). Such pressure on state officials, parents, teachers and students create a very poor environment for learning. Additionally, Teachers plan their curriculum around tests. Additionally, teachers teach test-taking skills and how to pass exams. Consequently, teachers lose the creativity and dynamism that makes learning enjoyable (The National Center for Fair and Open Testing). Concepts and hands-on skill require a greater challenge and are more rewarding than the ability to pass a multiple-choice test. Secondly, test scores are not the accurate measure of learning. In a 2013 speech, the secretary of education, Arne Duncan opines that state assessments in various subjects often fail to capture the student’s ability of what they know and can do (Evans ). Besides, all the stakeholders in education know that there is so much more to education that the ability to sit down and answer a few multiple-choice questions. Standardized state tests do not create room for students to express themselves (Evans ). Lastly, the anxiety associated with

Read instructions Essay Example | Topics and Well Written Essays - 500 words

Read instructions - Essay Example According to Jess Coleman, the main aim of according death penalty to convicts is to deter, control, and ultimately curb crime. However, he argues that whether death penalty has achieved its purpose is a point of discussion. He argues that any executions take place in a violent manner though the intention is usually honorable. He notes that no substantial evidence relates increased executions to reduced crime. Instead, he observes that there is a correlation  between increased executions and rise in crime in countries like China, Iran, Yemen, Sudan, Tunisia, Syria, Egypt, Iraq, North Korea, and Libya. In addition, he argues that ultimately what the death sentence achieves is death and not justice. Moreover, he notes that just like in any other policy, the society and the government is not ready to deal with the aftermath of the death penalty. As such, he argues that governments should look for better and ethical ways of holding criminals accountable than subjecting them to a death penalty (Coleman Web). Indeed, the author’s purpose is to refute the idea that death penalty is justified in the society. He uses trusted statistics to prove that death penalty barely reduces crime in the society. He seeks to point out the need to find out other avenues of seeking justice than convicting criminals to death. I agree with the author’s argument that death penalty do not deter crime. Actually, as he portrays in the data no substantial evidence relates increased executions to reduced crime. This is so because in many cases death penalties rise from failed legal process where convicts do not get a chance to defend themselves. Others rise from vengeance as states seek to silence citizens who oppose the government. At the same time, the offended person gets no justice when the offender dies. It would serve the victim better if the criminal takes responsibility than dying. Actually, two wrongs do not make