Mother’s love Essay

No language can express the power and beauty and heroism of a mother’s love. Who we are today. and who we’ll be tomorrow will be formed not by ourselves, as we would like to think, but by the people around us, namely our friends and family. Possibly the biggest influence is our mother. As a child, she taught us everything from feeding and clothing our self; Judging situations and reacting; tying our shoes; being polite and being respectful to adults. Without my mother, I know I would be lost. To me, my mother is my security blanket. No matter how bad of a day she had, he will always be there with a shoulder to cry on and a sympathetic ear for me. Even If she’s been screamed at all day by my siblings, she will still be eager to hear me squeal over my drama-filled teenage gossip. My mother could probably run a gossip column in the weekly paper on all the gossip and trivial news she hears from me and my friends, whether it be about me, my friends, or that cute boy in my fourth-period class who smiled at me. My mom is my personal miracle. Whenever something becomes too much for me, she Is there calming me down with Just a hug, or revenung me from hyperventilating by flndlng my snowboard in the open†¦ ln the first place I checked†¦ twice. She puts up with my mood swings, my constant chatter, and my continuous requests, and still manages to run a household beautifully. And she does this all with a smile†even when no one says thank you. Mother’s Day Is not a day where every woman who has given birth should be treated special. It Is a day where every mother figure†nanny, caretaker, nurturer, grandmother, aunt, or even older cousin are recognized for the wonderful job they do in influencing us to ecome who we are today. Mothers teach us how to love, cherish, and respect who we are, and what It takes for us to become the adults we will one day be. My mother is a wonderful influence, and I can truly think of only one fault that she, and every other mother out there has: She loves me too much. She loves me so much that I sometimes resent her for not letting me make my own stupid decisions. I’m afraid that one day I will end up screaming at her to leave me alone. I know almost every teenage boy does. And I know almost every teenage boy will feel guilty afterwards, ut not know how to apologize. Well, take this chance to let your mom know that you truly are grateful for her wanting to be in your life, even if you don’t always show it. This Mother’s Day, do something special for your mom, even If it’s as small as making her breakfast in bed or cleaning your room without being asked. The gesture will be appreciated, and it will show your mom that no matter how obnoxious you can be, you will always love your Mommy and all she does for you. When you knew how to speak, what was your first word? It Is Mom. We have grown up in the arms of our mothers. e have grown up In the great love of our mothers. No one loves us Ilke our mothers; no one is willing to sacrifice everything for us like our mothers. If someone asks you â€Å"Who is the best woman in your life? † I bet you will say it is your mother. And If someone asks me Ilke that, my answer also Is my mother. With me, my mother Is the best woman in the world. No one can replace her In my heart. I admire my mother, I don’t know why she is always busy with daily chores, taking care of my family but she never say she is tired. Every day, she is the first person in my family, I OF3 oes to work, I and my siblings go to school, my mother stays home and does all the daily chores after that she does take care of home business. When my father, I and my siblings come home, there is always a delicious dinner, which is waiting for us. After the dinner, my mom washes the dishes. Sometimes, I ask her to help, but she says: â€Å"It is fine; you should go upstairs and do your homework†. Mom always wake up very early, and Mom is the last person can take a break after a busy day. I realize that without my Mom, my father, I and my siblings cannot have the clean house, the elicious meal and the clothes which always iron straight. Mom gives me and my father all her love. She loves us more than herself. Her love for us is great like the ocean, the universe and nothing can replace it. She is not only my mom; she is also my friends, my big sister, who I can share all my problems and stories in life with. When I am sad, happy or stressful, Mom is always by my side and comforts me. Sometimes, I get angry with my mom because she reminds me too much things, especially they are all things I know. Then, I realize that she Just wants me- her son to e good. Making my mother cry is the worst thing, but I did. I’m a boy, and playing games is the most favorite things to do of boys. I played games every day. Anytime, when I had free time, I played games, when I came home from school, I played games. I played until midnight; I played until I was tired and slept on my desk. My mother knew it and she always told me to stop playing and focus on studying. I said â€Å"yes† to make her feel please and then I continued to play. When you play games, you just focus on that, you forget to study, that were what happened to me. My mother idn’t know anything until my school had a parent’s conference. She was shocked when she saw my report. My grade was going down. She asked me why my grade went down, I was quiet and looked at her. It seemed like my mother knew the reason why. She was quiet, stared at me and sigh. Suddenly, I saw tears from her eyes, she cried. She told me many times that I should not play games too much, I needed to focus on studying, but I ignore her advice. When she cried, I felt so sorry and guilty. I wasnt brave enough to look at her. Then I came to her slowly, hugged her and said: â€Å"l was sorry, mom. I knew that I had made a big mistake. I felt so sorry. Mom, please forgive me. I promised that I wouldn’t do this again. I was so sorry. I made you cry. † And she hugged me tight, she whispered: â€Å"How couldn’t I forgive you? I was Just a little disappointed, but I knew, you would know how to fix your mistake, I love you. † I cried after she said that, Just a bit, but I did cry. Mom, you gave me everything but you never ask me to pay back. You are the best, the greatest woman in this world and in my heart. I love you forever. I am happy when I have you by my side to take care of e, to protect me and to give me your love. I am happy when I am your son. I told my mom that In the future. I would be a successful man in life and I can take care of myself and unlucky people. But in my mother’s eyes, I know that I am always her little son as I was. But God took her away from me; I don’t know why did God do that way? Perhaps there’s someone who will do my mom’s things for me! , I can’t stop my tears rolling down on my face when I am thinking about my mom, where are you now mom? , I know that there’s nowhere else except Heaven where my mom will be and be aiting for me coming over!. My promises to my mom are to take care myself, do care and always love my wife to-be (Ms. Hoang Anh) and live with full of responsibilities for my children, taking care of my future children is my mom’s wish and always live with meaningful life to them . 1 won’t be away because I’m a son of the greatest mom in the world so I want everybody to know that my mom’s son will be perfect reflection of my mom. Before you were conceived I wanted you, Before you were born I loved you, Before you were here an hour I would die for you, This is the miracle of Mother’s Love.

Bulgaria country

The principle of Bulgarian foreign strategy is to carry on defining the international priorities and tactical orientation of their country, being accountable to its citizens and to their associates and partners. Bulgaria aims at clearness and predictability in resolution making and completion of foreign policy and applies an unbiased approach in foreign policy behavior and initiatives. (Seymore B, 1993, p. 70) Bulgaria is a staunch backer of the universal self-governing and humanitarian values and ensues from their defense and promotion as a structure for its foreign policy.Bulgaria’s EU association has created new opportunities for enhancing the country’s task and reputation in the international neighborhood. (Blankson A, 2007, p. 92) How Bulgaria uses its ‘Instruments of foreign policy’ to influence the international community Bulgaria is building great efforts to endorse peace, security and constancy especially on a local scale, and globally as well, gui ded by the sympathetic of the indivisibility of intercontinental security and by its loyalty to universal democratic and human principles. (Stone W, 2002, p. 87)Bulgaria as a North Atlantic Treaty Organization (NATO) associate, continues its hard work towards adequate and effective participation in the policy and decision making procedure of NATO and for the triumphant integration of the nationwide interests. (Stone W, 2002, p. 88) Bulgaria pursues vigorous foreign policy that takes full explanation of the challenges of globalizing contemporary world. The country continues to triumph recognition as a dependable partner in fighting terrorism and other intimidation to international safety. (Brzezinski W, 2002, p. 98)Moreover, Bulgaria focuses on the expansion of the existing intercontinental forms of efficient counteraction and prevention of the propagation of weapons of mass obliteration and of ensuring effective sell abroad control. (Brzezinski Z, 1997, p. 100) Amongst the main prio rities of Bulgarian foreign policy are the fortification of human rights and elementary freedoms and the adherence of the generally established international standards. Bulgaria supports the improvement of the accessible system of intercontinental mechanisms and bodies for human rights monitoring and fortification in order to improve their effectiveness.(Stone W, 2002, p. 89) Bulgaria has been an active partaker in military operations outside its boundaries. Currently, it has corporation sized units running with alliance forces in Afghanistan and Iraq and has maintained little contingents of troops urbanized with international military in Bosnia and Herzegovina and Kosovo. It deployed a frigate to Lebanon with UNIFIL in late 2006 and has more than a few military observers helping in support of United Nations missions in Ethiopia, Liberia, and Kosovo. (Cronin K, 2004, p. 61) Bulgaria’s association with its neighbors has in general been good.Bulgaria has verified to be a produc tive force in the county and has played a significant role in promoting local security amongst the international community. (Stone W, 2002, p. 89) According to the World Bank, in 2006 Bulgaria engrossed the uppermost levels of foreign direct investment as a share of GDP among the Eastern European countries. However, a growing current account shortfall estimated to have reached 20% of GDP and extreme reliance on foreign assets inflow rendered the financial system vulnerable to exterior shock.Nevertheless, to attract supplementary foreign investment, the Bulgarian administration lowered company tax rates to 10% which was the lowest fee in Europe. A flat duty rate of 10% for individual income would further decrease domestic effort costs and help decrease the share of the gray financial system. As a result, the assembly passed fiscal devolution of municipalities giving way authority over compilation and administration of some levies, therefore further enhancing local monetary stability among the intercontinental community.(Brzezinski A, 1997, p. 99) Bulgaria is making stable efforts to toughen its national security for which the chief military and political assurance stems from the county’s association in NATO. Bulgaria is concerned both in preserving NATO’s principle role associated with the communal defense of its Member States, and in the expansion of the Alliance’s capabilities for adequate comeback to the new intimidation and challenges. (Seymore B, 1993, p. 75) HOW THREE INTERNATIONAL STRATEGIES APPLY TO BULGARIAThe closing stage of the Cold War era of bipolarity has raised numerous important questions regarding the function of the United States in the Balkans. The United States and its NATO associates have made diverse commitments regarding the security challenges that have arisen in that area since the early 1990’s. (Blankson A, 2007, p. 93) The United States affirmed its support for political and economic reorganization in Bulg aria and committed its awareness and resources to endorse Sofia’s engagement in Western safety institutions.(Seymore B, 1993, p. 80) The three international strategies include drug trafficking, struggle against crime, corruption and terrorism. Bulgaria recognizes the solemn threat of drug trafficking within and throughout the country. Domestic and international structured crime groups, numerous of which involved in prohibited trade in other possessions and in financial crimes, frequently alter the tendencies and models for use of the region of the country for storage space and shipment of prohibited drugs.The arrangement and methods used by these groups are under steady surveillance by law enforcement agencies with a scrutiny to preventing allotment of drugs and their effect on political, social, economic and culture spheres of our life. (Stone W, 2002, p. 91) Bulgaria is geologically well placed to play a momentous role in enhancing the international anti-drug attempt. Over the current years Bulgaria has a foremost position amongst European countries in terms of heroin seizures and the intercontinental community’s aim is to carry on to contribute considerably to curbing and counteracting illegal drug trafficking.(Blankson A, 2007, p. 98) Having in mind the long-time obligation to international labors against illegal drug trafficking and to the struggle against international violence, the Republic of Bulgaria is resolutely resolved to make stronger its actions for reducing those illegal activities on the region of the country and internationally. (Cronin K, 2004, p. 66) U. S FOREIGN POLICY OBJECTIVES TO BULGARIA In May 2005, the United States and the Republic of Bulgaria signed a Defense Cooperation Agreement which gives the United States armed right of entry to and shared use of numerous Bulgarian military amenities.The United States military intends to use this right of entry to facilitate joint preparation with the Bulgarian and Romanian milit aries. (Blankson A, 2007, p. 102) Moreover, in February 2007, Bulgaria and the Unites States signed an agreement on evasion of double taxation that is anticipated to further endorse U. S. investment in Bulgaria. (Seymore B, 1993, p. 83) The most important U. S. interest in Bulgaria is to uphold the region’s constancy and security so that conflicts do not have an effect on U. S. welfare in Western Europe and the Middle East. (Cronin K, 2004, p. 71) HOW FOREIGN POLICY OF BULGARIA AFFECTS THE UNITED STATESBulgaria foreign policy precedence number one is to make sure full membership of their state in the European Union from 1 January 2007. The labors of all authorities at all administration levels will be mobilized to make certain the completion of the commitments undertaken in the negotiation procedure, and the triumphant ratification by EU Member States of the Accession Treaty, signed on 25 April 2005 and ratified by the Bulgaria National Assembly on 11 May 2005. (Stone W, 2002 , p. 92) Bulgaria pursues a dynamic foreign policy that takes full explanation of the challenges of a globalizing modern globe.The country continues to triumph recognition as a dependable partner in skirmishing terrorism and other threats to intercontinental security. An active strategy aimed at establishing working mechanisms for intercontinental cooperation and harmonization of counterterrorism labors will be implemented to support the U. S. (Brzezinski Z, 1997, p. 98) Moreover, the expansion of the obtainable international forms of effectual counteraction and avoidance of the propagation of weapons of mass obliteration and of ensuring effectual export control also assists United States in dealing with terrorism.Bulgaria upholds its associations of strategic joint venture with the U. S. in the context of transatlantic collaboration and will aspire to further make stronger the monetary relations. (Cronin K, 2004, p. 78) Bulgaria’s companionship with the U. S. has to be put i n the context of how it has affected the balance of power and nationwide interests amongst other local states. A close Washington-Sofia relationship comes at a moment when there is a main change going on in the Russian Federation. Currently oil and gas revenues united with Vladimir Putin’s tough management, have managed to put Russia back in order.Putin is beginning to look to his foreign policy and his armed forces in order to project Russian welfare abroad and reinstate Russia’s customary spheres of influence. (Brzezinski Z, 1997, p. 105) The foreign policy of Bulgaria has led to coalition U. S. -Bulgarian alliance. For instance; throughout the Cold War, Bulgaria was extensively seen as a staunch Moscow satellite under the management of Todor Zhivkov. Fifteen years later following the fall of the Soviet Union, it is on its way to joining the West through N. A. T. O. and European Union membership.(Seymore B, 1993, p. 86) Bulgarian foreign policy is the fortification o f human rights and elementary freedoms and the observation of the generally accepted intercontinental standards in this field. The country supports the view that individual rights are worldwide, interdependent, indivisible and interconnected. In this context, Bulgaria supports as an issue of principle the improvement of the existing scheme of international mechanisms and bodies for individual rights monitoring and fortification in order to improve their efficiency towards United States.(Stone W, 2002, p. 94) Conclusion Bulgarian foreign policy is based on the worldwide approach and indivisibility of safety both in general and within NATO and the EU, and it’s intended at attaining equal amount of security for all associate States. The standard of solidarity on the other hand is articulated in the country’s involvement within its potential in the international assistance for growth as well as all along the lines of promoting democracy. REFERENCE LIST Blankson. A (2007) N egotiating Democracy: Media Transformations in emerging,Sunny Press. ISBN: 0791472337. Brzezinski. Z (1997) Russia and the Common Wealth of Independent States, M. E. Sharpe Publishers. ISBN: 1563246376. Cronin. K (2004) Attacking Terrorism: Elements of a Grand Strategy, Georgetown University Press. ISBN: 0878403477. Seymore. B (1993) International Affairs Directory of Organizations, ABC-CLIO Publishers. ISBN: 0874366860. Stone. W (2002) Lending Credibility: The International Monetary Fund, Princeton University Press. ISBN: 0691095299.

BHS 328 B.S. Health Sciences Team Building (Mod 4 CSA) Essay

BHS 328 B.S. Health Sciences Team Building (Mod 4 CSA) - Essay Example Therefore, effective communication is the key to successful teambuilding (Howard, 1961). Virtual teams are the ones, most prone to become the victim of the barriers of communication, as they hardly communicate face to face which is usually considered the best to pass your message across. a) In virtual teams, there are hardly any meetings that take place and in this case, the correspondence solely took place through emails. They met twice a week; however, most of their communication occurred over the internet. Over the past months, the communication between the four members of the team has significantly depreciated. They has been confusion in the air, the members don't feel comfortable working around with the other members of the team. They don't trust each other anymore possibly because of certain events and lack of interest on the part of some members. However, this situation is worsening. They have started accusing each other over laziness and the tone has become increasingly intimidating and the environment unfriendly. There is evidence that suggests that the attitudes of the team members towards each other are not suitable for better communication between them anymore. There might be various reasons that have introduced this air of uncertainty, distrust and unfriendliness among the group members. One might be that they must not have been able to convince their ideas through writings on the email. Sometimes, expression is required verbally in order to get your idea across. Secondly, the mood in which the two people communicating is not clear because there is no proximity and visual exposure between the two. This can adversely affect the idea that is communicated across. The reason for this is that non-verbal cues are considered equally important to get the right idea across (Harry 2001). The distance might have also triggered expectations from the other members to work more. When you are not meeting regularly to accomplish a certain task, you tend to procrastinate and delay the work. This habit might have triggered the accusations of laziness on the part of the workers. Muddled messages can also be termed as a barrier to effective communication in this case. The people working together through emails might not be able to get their idea across in the right aspect. There is hardly any listening that is taking place in this kind of virtual team. They hardly meet to discuss their ideas together; therefore, a very important aspect of effective communication, degree of listening for understanding, is nullified here. b) According to Kepner and Trogue, Problem solving and decision making are two different developments that require different actions. Problem solving is basically rectifying an error or blunder that has occurred and therefore, is a very important process that the managers have to look into. Decision making is another kind of process that is an activity related to the actions that are expected to happen in the future. Problem solving is something that needs to follow a proper process. It is very important to diagnose the right kind of problem, because if you incorrectly diagnose the problem, it can lead to the birth of other major difficulties (Harry, 2001). Therefore, one needs to follow each and every step in the right spirit to effectively diagnose the problem. The first thing that is needed to be done in this case is to clearly define the

Strategic analysis of a company and its competitive environment Essay - 1

Strategic analysis of a company and its competitive environment - Essay Example The company has employed over 7600 employers in the UK and overseas. M&S ultimate goal is to become a major retailer in the global market. The company has come up with strategic plans to help them achieve this goal. The first plan was launched in 2007 and aimed at achieving at attaining 100 commitments in 5 years but the plan has extended to 180 commitments to be attained by 2015 (Thompson 15). The first section of the paper analyses M&S external environment. The external environment analysis pays attention the factors affecting the company and is often referred to as the macro environment. This entails the study of the how the company deals with change in the market, how it responds to the market demands and any competitive forces in the market. The analysis of the external market is done using the PESTEL analysis and the Porter Five Forces (Baines et al. 33). The second section analyses the company’s internal environment using the SWOT analysis. Analysis of both the internal and external environment affects the strategic analysis of the company. The strategic analysis of a company helps identify the environmental factors that impact on a company (Harris 55). Additionally, it clearly outlines the activities in the organisation and outside the organisation. M&S External Environment The external environment is made up of the forces and conditions that are beyond the company’s control and influence the company’s strategic options. Furthermore, it defines the competitive forces that could have positive and negative effects on the company (Harris 55). The PESTLE model is used to analyse the classes of external factors that can affect M&S ability to expand and survive in the current competitive market. PESTLE Analysis The company’s growth depends on the political stability, business growth and investor growth in the country. The government sets rules and regulations that companies must abide by including risk control and assessment, healt h and safety and planning for hazard identification. Additionally, the legal and administrative factors in the economy including trade regulations, tax rates, incentives, pricing regulation and employee benefits (Hibbit 1998). The company has been faced by various political factors such as the war in Iraq that led to instability in the UK economy. The company failed to abide by the health and safety regulation established by the British Standards. George Blair who was injured in the line of duty after the company continued to ignore repairs also charged the company (Hibbit 1998). Finally, in 2006 the company was the first giant retailer to be affected by the Fair trade route on its clothing and food sections. This included a regulations relating to animal welfare protection and to cut down on the fat and salt content. Economic Factors The economic environment surrounding the company is highly uncertain and has huge impact on all the company’s segment including food, clothing and furniture. M&S was adversely affected by the global recession and cut down on the number of employees and closed a number of stores. The government’s legislation to increase the VAT led to a drastic decline in the company’s sales (Harris 55). However, in the recent times, the economy has had a positive

Friendship Essay Example | Topics and Well Written Essays - 500 words - 1

Friendship - Essay Example It could be shared experiences – so, two mothers meet at an antenatal clinic. Both are pregnant, both have a toddler running around and craving attention. They look at each other and smile and a conversation begins. Next week there they are again and so it goes on. It could be a shared interest or hobby. A group is formed to create a community garden. They discuss things together, make plans, and work together. Then someone suggests a meal, or invites everyone to their home for a Christmas drink. The conversation turns to non-gardening subjects and again friendships already begun become more established. It can be an alliance in shared difficulties. Two little boys fight in the playground. They are taken to the head teacher’s office where both are disciplined. One finds himself defending the other: ‘It wasn’t really his fault.’ Once outside the office, grins are exchanged and two former enemies become allies against authority. It can be based upon a need to rely on each other as in two comrades fighting alongside each other, and depending upon teamwork for their survival. Some friendships are based on less than perfect motives. I think of two little girls being put next to each other in class. One has a pencil case full of sparkly pens, comical erasers and even a packet of sweets. The girl next to her suddenly decides to become friends. A poor reason to start a friendship, perhaps, but soon they really do become bosom friends. According to Kelly (n.d.), who is writing from a Christian point of view, true friendship can be identified by three aspects - it is morally helpful to both parties; there is a genuine basis of agreement between the parties and, thirdly, their mutual love is characterized by a spirit of self-sacrifice. He was speaking specifically about relationships between people of opposite sexes, but the principles hold for other types of friendships.

Microsoft Zune vs Apple iPod Essay Example | Topics and Well Written Essays - 500 words

Microsoft Zune vs Apple iPod - Essay Example Apple released its first-ever portable media player, iPod Classic, in 2001. Like the usual portable media players, one can listen to music, watch videos, show pictures and even play games on the iPod. Apple has since modified the original iPod and has made it small and wearable (iPod Shuffle) and with more and more features like having built-in Wi-Fi and enabling it to record and edit HD videos, download and play online games, among other things. Each product has its own device generation as well.Microsoft released its own media player device in the year 2006 and called the original Zune 30. The numbers in their name indicates how big the capacity of the device is. Zune 30 can play songs, video and show pictures just like the iPod. The only difference is that photos and videos can be watched or played in either portrait or landscape mode. The Zune can also be modified to play games and can play in many different audio formats. It also has a Zune-to-Zune wireless sharing of music and photos. Next is Zune 4 which has the generation of 8 and 16. According to Surhone et al. (2010), it can be clicked 5 ways. Like its predecessor, it has Wi-Fi used for wireless sharing of photos and music in other Zune. It has also a FM radio. Zune 80 or 120 was the next release for the Microsoft, which produce positive results as it was called an â€Å"iPod alternative†. The features are the same as its previous predecessor but with higher capacity as the number indicated in the name and bigger screen.   The most recent release is the the Zune HD. As its name suggests, one can buy and rent high-definition (HD) movies and TV shows, play HD radio, download apps and games and surf the internet on the Zune HD.  

Laurell K. Hamilton Essay Example | Topics and Well Written Essays - 750 words

Laurell K. Hamilton - Essay Example In all of Hamilton’s novels one can come across a number of contemporary themes that goes well in tune with the contemporary American socio-cultural milieu. For instance, her works deal with such contemporary themes in American literature such as gender, sex, identity, oppression, and morality. The paper seeks to explore what makes Hamilton a contemporary writer who deals with contemporary themes in literature and in doing so the paper focuses on the dominant themes in her writings. The themes of gender and sex are dominant in Hamilton’s writings and it is these themes that attribute her works a contemporary nature even though her plot and characters stem out of mere fantasy. One can clearly see that her women protagonists challenge the very notion of the stereotyped gender and sex roles played by women in a male dominated society. Nick Mamatas is right when the author remarks that Hamilton accomplished something quite impossible by creating â€Å"a new subgenre, urban fantasy-adventure with a female lead, and build a new audience for it† (Hamilton & Wilson, 2009, p. 5). In fact, Hamilton created her female protagonists in such a way that the female readers could easily identify with the central characters and her female protagonists undertake such actions which females thought to be impossible in the real life. In all her novels and short stories, one can find that the male characters are forced to follow the female lead. For instance, in the Anita Blake series, Anita Blake assumes a tough personality who always triumphs over men. Thus, one can see that Hamilton challenged the conventions of a standard fantasy novel where the heroine always played a submissive role to the heroes. Her heroines do not end up their lives in the hero’s bed for domestic-sexual bliss. Usually, in popular fiction, â€Å"even if a woman triumphed over a man intellectually, economically, or rhetorically in a scene or two, by the end of the book the female l ead would be humbled and ready to submit to the male lead† and â€Å"Hamilton changed that† (Hamilton & Wilson, 2009, p. 9). Thus, it can be concluded that Hamilton’s writings depict the changing gender roles played by women and such a theme is very much contemporary in literature. No doubt, the themes related to literature derive the real or imaginary life of man and a theme in literature is said to be contemporary when it represents the existing socio-cultural milieu. The readers feel that the writer is giving vent to their own emotions, feelings, grievances, frustrations and experiences. A close reading of Hamilton convinces one that her treatment of sex and female sexuality was very much bold and unconventional. When one finds Anita Blake at the beginning of Hamilton’s series, she is a 27 year old celibate Christian who keeps strict moral codes in her life. However, one finds her supporting premarital sex and engaging in extra marital relations as the story progresses. However, Hamilton gives Anita a reason to go hog wild with sex, and in doing so she unbridged the gap between humans and monsters. In Cerulean Sin, Anita herself states, â€Å"one of my favourite things about hanging out with the monsters is the healing. Straight humans seemed to get killed on me a lot. Monsters survived. Let’s hear it for the monsters.† It is thus evident that Hamilton’s treatment of the theme of sex and sexuality assumes contemporary relevance. Nathan Brazil, reviewing Laurel K. Hamiilton’

How Air Brakes on Trains Work Article Example | Topics and Well Written Essays - 1500 words

How Air Brakes on Trains Work - Article Example Eventually, there is a slowdown of the wheels and the whole train stops. The braking material assumes the form of a pad or block. Most trains are installed with braking systems that feature compressed air like the power to force blocks on to pads or wheels on to discs. Such systems are referred to as "pneumatic brakes" or "air brakes". A â€Å"brake pipe† is used to transmit the compressed air into the system. Varying the level of air pressure results into a variance in the brake’s state of application in every locomotive. The train may apply the brake, hold (release) it after an incomplete application. The compressor serves as the pump necessary for drawing air from the atmosphere, while compressing it for further usage on the train. The principal function of the air is portrayed in the brake system, even if compressed air is also used in other means. The driver’s brake valve acts as the means via which the train driver regulates the brake system. This valve has a minimum of such positions as: "Running", "Lap", "Release", "Emergency", and "Application". Additionally, a position to "Shut Down" is included to help lock the valve when it is not on use. Every position plays an autonomous role in the braking system. The "Release" position links the brake pipe to the main reservoir. This effort helps in raising the available air pressure within the shortest time possible in order to acquire an instant release when the driver is signaled to restart the train. The selection of the feed value is acquired when the valve is in the position, "Running". This facilitates the maintenance of a slow feed within the brake pipe in order to counteract the losses or small leaks in the connections, brake pipe and connections. The role of the "Lap" is to help close the link between the brake pipe and main reservoir, as well as to hinder the atmospheric connection when a brake application is committed. The Lap has

Managing Organizational Communication Essay Example | Topics and Well Written Essays - 4000 words

Managing Organizational Communication - Essay Example Improving listening skills and learning to use and interpret nonverbal cues and verbal communication will help effective communication. Effective feedback is essential to let employees know where they stand and direct them to help achieve organizational goals. Organizations are made up of groups which are again made up of individuals. For sharing of information and coordination of activities, communication is absolutely necessary between groups and individuals. Individuals exchange knowledge, ideas, feelings and emotions using written messages, spoken words and gestures. "Organizations survive by making sense of and giving sense to their environments" (Sutcliffe, 2001, p.197). Organizations collect, comprehend, communicate and control flows of environmental information to deal with foreseen and unforeseen issues. According to various researches, the success of an organization is based on the organization's collective knowledge about its "process capabilities and the abilities to learn and share this knowledge effectively" (Parnisto, 1995, p.154). Sharing information is imperative for work coordination and cooperation in an organization. ... Managers facilitate organizational communication Communication plays an essential role in achieving managerial and organizational goals and objectives effectively. Communication is essential to inform employees of their goals, to compare with co-workers' performance, and for assessing employees' overall performance. Managers, through appropriate channels of communication, give instructions to subordinates and receive information. Managers interpret this information and communicate the same to the employees. To do this, managers should have good communication and interpretation skills, as, ultimately, the employees' interpretation of information depends on the accuracy of the managers' comprehension of the information and the effectiveness of their communication ("Managing communication," 2004, p.264). Role of communication in decision-making Managers take decisions that often have a major impact on the organization and its members. Making relevant and sound decisions is greatly dependent on the availability of accurate and timely information ("Managing communication," 2004, p.264). The length of the communication chain is a significant factor that affect the accuracy and timeliness of the information received. The more the number of links in the communication chain, the more the probability is of the information being distorted. Similarly, the longer the communication chain, the less the chances are of getting the information on time. Economic recession and competitive pressures have driven several organizations to reduce the number of managerial levels in the organizational hierarchy, thus facilitating more effective

Principles of Organization and Management Essay

Principles of Organization and Management - Essay Example They have nearly 523 branches spread all across the world. ASDA recently purchased the famous Netto stores for ?778 million, with the sole aim of gaining an upper hand in the UK retail industry. ASDA has faced several problems in the past, to the level of collecting money from various sources including their shareholders to avoid bankruptcy in 1991 and 1993. It has emerged out successfully through various leaps and bounces in the past under the guidance of great leaders like Norman Archie. ASDA’s revival using various principles of organization and management under the leadership of Norman had been studied by various experts all over the world. The paper explores the various strategies used by ASDA to overcome the cultural and economic barriers it faced during its grim past. It also lists the new set of challenges the new COO has to face in today’s highly competitive market and analyzes the scope for ASDA to overcome the new set of challenges. Literary Review ASDA was a t the brim of declaring bankruptcy when Norman Archie came into ASDA as the only applicant for the CEO position of the company. He used various strategies to ensure the company became a successful leader in the retail sector. Within a short span of time, he was able to transform a company at the brink of closing, into a highly successful one. Norman used three strategies reengineering, rewarding and doing it within a given time frame to achieve this impossible feat. Reengineering a company is no easy task. It is simply not enough to patch up the mistakes. The basic structure has to be changed completely by questioning the long time procedures (Hammer & Champy, 1993). Norman did exactly the same to ASDA. The company was highly hierarchical and the upper management used very traditional ways of management. Most of the well paid senior officers were very bureaucratic, preventing any productive changes. He simply did not go about doing the same mistakes other CEO's did. He challenged th e basic structure the company was working. He made every employee in the organization share the vision for reviving ASDA. He never stopped recruitment, treated the low level employees with respect and found out what exactly was lacking in the company. â€Å"The new view is that marketing is the science and art of finding, retaining and growing profitable customers (Kotler , 2008).† Norman reinvented the marketing strategies to increase sales. He understood the core problem in ASDA was it was trying to sell too many things without focus. He streamlined the importance to food and clothing products. His new Spice Girls branded items and marketing during the 1997 Christmas did the much expected trick, increasing their sales considerably. Time is the basic essence. It is an important variable in formulating any strategy and implementing it (Tony Morden). Norman was very clear about what he wanted to achieve at what time interval. Any company would be able to prove its mettle in th e long run. But, its real capability can be measured only when the target is achieved in a given time even under huge pressure. Norman made this magic happen in three short years starting from 1996 – 1999 quite swiftly. "You get more of the behaviour you reward. You don't get what you hope for, ask for, wish for or beg for. You get what you reward." Michael le Boeuf Norman made it a point to involve everyone in the process of reengineering and rewarded each and every behaviour he found useful or appreciable. The employees felt the

Textual analysis of Glamour Girls Essay Example for Free

Textual analysis of Glamour Girls Essay One example of a convention used in many documentaries which is seen in Glamour Girls is voyeurism. This is used because the audience are made to look in on something which they wouldnt usually do such as the models being filmed while on their photo shoots. This leads to another example used in Glamour Girls being the location. There are shots of the locations used in the documentary because it shows the reality of what being a glamour girl is like. There are many talking head shots used in interviews because they are confessional and is used to also show what the girls are like compared to what they are perceived as. Glamour Girls explores the issues of body image and the ideology of beauty. This emphasis the way that body image is an important part of the Glamour Girls lifestyles. This leads the documentary to explore the lifestyles of the models, getting up close and personal to show the reality of modeling to the audience. The message given to the audience in Glamour Girls is that to be a model, you have to be size zero. It also shows that the industry is very harsh to models, especially if they arent thin enough or because of the way they look. The female voice over is used in Glamour Girls reinforces the target audience which makes the documentary shown as a more feminine domain. This is because females are more wary as to what they look like and they compare themselves to girls which they see in magazines. Conflict is used to attract the audience because it shows the way the glamour girls compete against each other to look the best. This puts pressure on the girls because they want to look the best out of other glamour girls. During the title sequence, the female voice-over makes the preferred meaning obvious because they show found images from archives. The way in which the titles attract a younger audience to watch the documentary is the use of young dance music which is popular within the younger audiences. The main locations used in the documentary which are used include the shoots because it shows the main part of being a glamour girl. There are shots of the main office of the modeling agency to show what happens and what they do. One shot used is on a beach. This reinforces the theme of sex because of the way the glamour girls are posing. During the documentary, there are some visuals which are black and white. These are used because it shows the past and what happened before the shoots. It also shows the progression of time. There are different ways in which the characters in the documentary have been created through camera and editing include showing close ups of beauty products. Another way is through the panning shot of the body. Both of these examples reinforces the idea of having to be thin and beautiful to be seen as a glamour model. The age represented in Glamour Girls makes the documentary shown as more extreme because of the way in which they reference the age of the girls seen on the show. This makes more of the younger viewers worry about what they look like because of the age of the models. Experts are used in the show because they tell you what you have to do to be a glamour model and give you an insight as to what it is like to be a glamour model. Because they are shown as the experts on the documentary, they are seen as trustworthy while being instructive. Glamour Girls, and other documentaries in the same style, are more acceptable for BBC3 to broadcast because of the audience which are more drawn to the channel. It is also seen as more of an entertainment rather than serious which is seen more on channel4. These types of programs have more fashion style images and themes.

Mining Engineer Essay Example for Free

Mining Engineer Essay 1. Introduction Concerning the development of field of study, this paper will elaborate several issues regarding the mining engineer. They include the background of mining engineering, the requirements needed to be mining engineer, earnings for mining engineer professional and many others. 2. Education/Training Mining engineering like other engineering degree requires the mastery of several subjects such as mathematics including trigonometry, geometry calculus, and algebra; general science (physics, chemistry, and biology), and also social and humanities studies, information technology, and some courses in English since jobs in mining usually involve many people from different cultural background and languages (Daub, 2006). The course to obtain bachelor degree in mining engineering usually takes about 4-5 years. While the first two years, students learn about mathematics and genera science, the specialization of mining engineering occurs in the last two years in which students learn about geology, mine management, physical mineralogy and petrology, and explosive engineering. Some universities that provide mining engineering include University of Arizona, University of Utah, and West Virginia University in the U.S (Daub, 2006) and University of Exeter and in the U.K. in the University of Exeter (2007), the undergraduate students will have extensive course in mathematic and physics in order to arm the students with problem solving capability. 3. Job Skills, Talents, and Experience Mining engineering not only requires technical expertise but also physical fitness since jobs in mining engineering involves hiking, working in variety of condition such as daylight, rainy, windy etc (Daub, 2006). Particular jobs in mining engineering involves open-pit or underground mines, construction supervisory, safety issues, equipments operations and maintenance, information processing, to name a few (Sloan Career Cornerstone Center, 2007). Table 1 shows the comparison of several mining engineers in terms of required skills and talents in which each has different required capabilities. Table 1 Comparison of Skills and Talents between Mining Engineers No. Type of Engineers Required Skills/Talents 1 Blasting Engineer ï‚ § Develop blasting schedule and technique to intensify long-term goals in production 2 Sr. Mining Engineer ï‚ § Capable of developing and applying economic models to geological information system 3 Mine Engineer ï‚ § Performing routine activities in the operation and maintenance of mining equipment and systems 4 Senior Project Geologist ï‚ § Capable of designing and operating drilling programs to examine exploration potential in a location Source: (Sacrison Engineering, 2007; Kinross Gold Corporation, 2007) 4. Earnings Salary or earning for mining engineering jobs varies based on experiences, skills, industry, and job types. However, general mining engineers typically earn about $46,000 annually at minimum. However, for engineer who works in coal exploration may earn at least $50,000 per annum (Daub, 2006). Meanwhile, according to 2005 salary survey that conducted by National Association of Colleges and Employers, typically, mining engineers may expect starting salary about $48,643 per annum. Table 2 shows salary distribution in 2004 (Daub, 2006). Table 2 Distribution of Mining Engineer Salary in 2004 Distribution of Engineers 10% 25% 50% 75% 90% Salary $39,700 $50,500 $64,690 $83,050 $103,790 5. Benefits/Health Factors In addition to attractive salary packages for mining engineers, they also receive several allowances such as travel, overtime, and medical allowances that not only cover the engineers but also their family (wife/spouse, children) (Daub, 2006). 6. Employment In the U.S., the employment of mining engineer span from west to east coasts. However, there are concentrations of minerals in several areas such as Northern Michigan and Northern Minnesota for iron, Southwest for copper, and West Virginia for coal exploration (Daub, 2006). The purpose of jobs in mining engineering is to gather natural resources as raw materials for further processed that performed by other companies in order to produce final products or services (Sloan Career Cornerstone Center, 2007). 7. Typical Day There are two general job types for mining engineers: office and on site jobs. For office jobs, the working day is typically from Monday to Friday. However, for on site jobs, they may conduct various working days that differs from one company to another. For example, a company may set rules 2:1 that means 2 month of full time jobs in exploration sites and 1 month for the breaks (Sloan Career Cornerstone Center, 2007). 8. Conclusion Mining engineer is an attractive job since the occupations are often associated with high-wage jobs. However, as a rule, higher jobs mean higher risks. Therefore, we find that the underlying reasons of high-wage jobs for mining engineers are that they face high risk and require special skills. Works Cited Daub, Travis C. â€Å"Mining Engineering.† 2006. Retrieved January 26, 2007 from http://www.graduatingengineer.com/futuredisc/mining.html Kinross Gold Corporation. â€Å"Senior Project Geologist.† 2007. Retrieved January 29, 2007 from http://www.miningusa.com/employ/Kinross/KINROSS12.htm Minova USA Inc. â€Å"Mining Employment – Southwest.† Retrieved January 26, 2007 from http://www.miningusa.com/employ/sw.asp Sacrison Engineering. â€Å"Mining Employment – Southwest.† 2007. Retrieved January 29, 2007 from http://www.miningusa.com/employ/sw.asp Sloan Career Cornerstone Center. â€Å"Mining Engineering Overview.† 2007. Retrieved January 26, 2007 from http://www.careercornerstone.org/pdf/mining/mining.pdf University of Exeter. â€Å"BEng Mining Engineering (UCAS code J110).† 2007. Retrieved January 29, 2007 from http://www.uec.ac.uk/csm/undergraduate-study/mining-engineering/

Democracy in 19th Century Western Europe

Democracy in 19th Century Western Europe Democracy in 19th century western europe â€Å"How democratic were France, Germany and Britain by 1900?† Table of contents: Part I: Summary; Part II: Outline; Part III: Limitation of this study; Part IV: Democracy in France; Part V: Democracy in Germany; Part VI: Democracy in Britain; Part VII: Conclusion. Part I: Summary: Just over a century ago, the kind of government that existed in these frontline western European states was a far cry from what is seen today. The political earthquake called the French Revolution had its epicentre in France, but its rumblings were felt through most of the continent, as well as in faraway colonies, leaving the politics of most European countries in a state of flux. But the intended harvest of this revolution, an obliteration of monarchy and the rule of law, the indispensable elements of a democracy, took its time to get ingrained in the political systems of these countries, and evolved as a form of government very differently in each of the three countries taken up in this paper. If the advent of Napoleon affected these three countries, and the Vienna Congress stunted France and Germany’s graduation to democracy, the internal political dynamics in all these countries were different from each other’s. In Britain, whose brand of democrac y was mixed, the Reform Acts turned out to be milestones on the road to democracy. Such serious and well-intended steps to democracy were not taken in the other two countries. This is mainly because France kept seesawing between monarchy and autocracy through most of the 19th century, while Germany was a disparate state for most of that century. In sum, in Britain, by the end of the 19th century, a parliamentary democracy, which the nation had been having for a long time, was fairly well established, although under a monarchy. The same was not the case with the other two; in all, Germany enjoyed the least democracy. The reasons for this discrepancy form the backbone of this paper. Part II: Outline: This paper takes up separately the extent to which democracy was ushered in into these three countries. In each of these cases, a narration is made of how democracy developed. Since the nature of this paper is analytical, too much detail is not made of this aspect; this explanation is given only to reinforce the thesis question. The starting point for the evolution of democracy in each of these countries is taken up separately. This is for the simple reason that while the French Revolution happened in France, such an event did not take place in the other two countries. For these, appropriate historically important dates or events are taken up. Part III: Limitation of this study: While 1789 may be termed a signal event for modern democracy, no event of such importance concerning democracy happened in 1900, the cut off date for this paper. However, since this is the period up to which this paper is concerned, it restricts itself to developments in most parts of the 19th century, in which the major themes were unification for Germany, political uncertainty for France, and the reform of the parliamentary system in the Victorian Era for Britain.    Part IV: Democracy in France: France was home to one of the watershed political events of modern Europe, the French Revolution, in which the people rose in revolt with the slogan, war to the chà ¢teaux, peace to the cottages. The gravity and repercussions of this event are far too great to bear banal repetition; however, while the essential aim of the Revolution was to bring an end to the autocratic and inept regimes that misruled the nation, (Frey Frey, 2004, p. 57) the result it sought to instil, democracy, did not have a smooth inception or development, either, suffering from several long and enduring birth pangs. Strangely, for most part of the 19th century, it seemed as if the great revolution had turned out to be no more than an isolated, standalone event. The dividend the Revolution sought to pay, democracy, had to wait for a seemingly interminable period of time to fructify and get implanted in the nation’s political system, because the succession of governments it brought were anything but democratic. Leading political figures of the day, such as Robespierre feared that the system the revolution put in place was one which had a penchant for forgetting â€Å"the interests of the people†, would â€Å"lapse into the hands of corrupt individuals†, and worst of all, â€Å"reestablish the old tyranny† (Cohen, 1997, p. 130) Later decades showed that his prognosis was not far off the mark. The decades following the Revolution saw a chain of events, none of which took the country anywhere near democracy, the avowed aim of the Revolution. The years from the Revolution to the Franco-Prussian War saw political fissures of one or another kind, which had no semblance of democracy, starting with the ascent of Napoleon, perhaps the most powerful dictator the country had ever produced. His defeat was followed by the Restoration of the monarchy; this gave rise to the Revolution of 1830, and the rule of Louis Philippe, till 1848. It took another revolution to bring down his regime, this time in 1848. Finally, this heralded the era of the Second Republic, and the tenure of the fickle Napoleon III, leading to another event of seminal importance for the nation, the Franco-Prussian war, to be followed by yet another Republic, the Third. (Haine, 2000, p. 97) This regime, too heavily weighed down by palace intrigues, scandals, wars and renewed national pride in the wake of a highly rec harged and resurgent neighbour, Prussia, (Wright, 1916, pp. 2-4) was left with little room or time for democracy. Nothing of import happened in the period till the end of the 19th century to necessitate the emergence of a democracy. Part V: Democracy in Germany: Germany’s tryst with democracy in the 19th century needs to be seen in circumstances that were peculiar and unique to the nation’s history. This was when the German people united as a nation for the first time.   They had been a loosely knit confederation of princely states that owed its allegiance to the Holy Roman Empire by the time of the French Revolution; yet, in about a century of this event, they had been cobbled together almost magically under the Prussian banner. A series of moves replete with uninhibited daredevilry, gamble, deceit and sheer diplomatic astuteness on the part of its Chancellor, Otto Von Bismarck had united the German people, ridding them of the yoke of Austrian domination of its peoples. (Snell, 1976, pp. 3, 4) However, Germany had only been united, resulting in the realisation of a long-lasting and cherished dream of a German nation; this did not in any way mean that a democracy had been put in place. Even so, the newly-knit entity did not have the prerequisite groundwork for democracy, suffering from a basic flaw –it â€Å"was constructed by its princes, not by its people. That important fact distinguished Germany from nations like England, France, and the United States, where the constitutions were designed with the consent of the governed. The German Empire was a federation of sovereign states, its constitution created by a treaty among the hereditary rulers of those states. The wars of unification were not revolutionary popular movements; they were narrowly focused international conflicts designed by Bismarck to help Prussia eliminate Austrian power within Germany and to create a new Prussian-led German nation within Europe.†Ã‚   (Turk, 1999, pp. xvii-null22) Whatever spattering of democracy the nation had towards the fag end of the century was limited to social democracy, in which it was confined to labour unions. (Berghahn, 1994, p. 160) Part VI: Democracy in Britain: The year 1815 is considered a benchmark for the politics of Britain, as it was for several other European countries, for the simple reason that this year saw the end of the power and influence of one of the greatest nemeses it ever saw, Napoleon. However, while this was the major issue for the nation externally, Britain had its share of internal problems, as well, during this century. The Industrial Revolution brought in its wake dramatic changes which the nation had to ingest, with both the promises and the pitfalls it spawned. Among the most important social effects the Industrial Revolution had on the nation was a near-explosion in population, and the drawbacks of nascent industrialisation, at which it had no forerunners from any part of the world. Thus, the greatest priority at that time was a set of policies that gave the country social solidity and some element of peace. (McCord, 1991, p. 1) With the high rates of population growth and their atte ndant problems such as high infant mortality being great priorities during the early part of the 19th century, (Brown, 1991, p. 30) the air of politics was abuzz with the question of which of the institutions the British had so assiduously built up over the previous centuries was best suited to give coherence to the society that was changing at a feverish pace. In this milieu, the emphasis for British politics was more over what kind of reform was suited and needed for the society, polity and the economy, rather than which form of government was best suited to carry these changes out. Opinion was sharply divided among the Conservatives and the Liberals about which of its institutions could carry the day for Britain. The unshakable British faith in the monarchy was as firm as ever, not diluting or eroding even slightly on account of these changes. (Park, 1950, pp. 3-5)   In essence, the 19th century, during whose most part Britain was under the rule of one of its longest-reigning monarchs, Queen Victoria, saw the emergence of a peculiarly hybridised, yet often contradictory system of governance. Quintessential democratic institutions, such as the parliament, the judiciary, the cabinet and the local government were alive and well, but functioned under a monarchy. On the one hand, fair and free elections, the ultimate identifier of a democracy, were being held with amazing regularity; on the other, it could not be denied that participation in these elections was limited to the handful of rich and powerful. It was to correct this set of imbalances and to draw more people into the electorate that the Reform Acts were passed. The basic intent of these sets of legislation was the promotion of greater democracy, by drawing the excluded and marginalised sections of society into the electorate. (Pugh, 1999, p. 20) The nation went through three Reform Acts, passed in 1832, 1867 and 1884, whose central aim was increasing the numbers of the electorate. (Hammond Foot, 1952, pp. 212-214) At about the time these Acts were passed, a parallel social and political reform movement, Chartism, was very active. The basic demand of this radical, unionised movement was greater political participation for the working classes, so that the fruits of the Industrial Revolution percolated down to the labour class, too. (Maccoby, 1935, p. 33) However, in the light of the needs of the day, and the priority these Acts had, they met with little success in actually bringing in democracy to the country. What has been said about the Reform Act of 1832, perhaps holds good for the other Acts, too –that they were â€Å"†¦an excellent example of the British skill of muddling through. An aristocracy muddled through to a democracy, taking many of the aristocratic virtues with them; and they muddled through from an age of privilege to an age of numbers. The democratic implications of the act(s) were not in fact revealed for more than a generation†¦Ã¢â‚¬  (Smellie, 1962, p. 164) As a result, through most of the Victorian Era, although efforts were made haltingly towards bringing in more democracy, there was no more than a sprinkling of democracy; even this happened at the grassroots level, being restricted to the municipal level, as a series of Acts were passed at the local government level. (Harrison, 1996, p. 20) Part VII: Conclusion: A study of the thesis question throws up a mixed picture. Overall, democracy, so essential a feature of these countries today, had had to make a bumpy and potholed journey. In all these countries, democracy was nebulous and uncertain in the 19th century, albeit in varying degrees. In Britain, a parliamentary democracy was very much in full bloom, but the inherent love and pride of the British people for their monarchy pre-empted a switch to a full-fledged democratic form of government. As a result, these democratic institutions functioned under a monarchy that controlled the largest empire of the day. In France, the scene was different. In the absence of democratic institutions of the kind Britain had nurtured, the governance the French Revolution brought about vacillated between various kinds, with the result that democracy took a backseat. In Germany, the struggles inherent in a newly unified nation, coupled with its naivety in running its newly developing imperialism resulted in too many squabbles and bottlenecks for democracy. The nation that Bismarck had welded together had the ingenuity to only work under a newly consolidated empire, not having been inculcated the necessary mindset for a democracy. It was never going to be easy for these fissiparous peoples to be administered a sudden dose of democracy, as by definition they had been inured to centuries of localism. By the end of that century, democracy was nowhere registered in the average German psyche. Of all these nations taken up for this study, it can be said that Britain had the highest form of democracy by the end of the 19th century; yet, here too, despite the Reform Acts, which could not be termed a great harbinger of democracy, it was nowhere near what may be termed a pure democracy, something that came so naturally to some of its colonies, principally America.

pirate childrens story :: essays research papers

Some called him a pirate, some called him a scoundrel, and some said he was the devil himself! His name was Jack and he had been a sailor and an adventurer for a long, long time. His body carried the scars of a hundred sword fights, a map of the marvelous travels he had, a constant reminder of the things he had done. His schooner had sailed the seven seas and was beginning to show signs of old age, just like her master. Her sails were tattered, and she too had scars, from cannonballs and chain shots. Jack’s lone companion was a outspoken parrot named Polly, who was always perched on one of his shoulders. Now the three were setting off on one last voyage, one last chance for fame and fortune. They had sailed so many times before, only to find that their dreams of treasure and booty were only rumors. But this time would be different, this time they would find it. This time they had a map! Jack had seized the map from the ship he last raided. It wasn't much of a map, the parchment was old and yellowed and the compass directions were hard to make out. There were two tall mountains and some forests drawn on the paper, but most importantly, there was an X. The old man had seen maps like this before, and had never found anything near the marked spot. But this map had something about it that made him believe it was the real thing. And so with fair skies and following winds they sailed south, further south than they had ever been before. They sailed for seven days and seven nights, and on the morning of the eighth day, at the break of dawn, they saw land. It wasn't much, a small strip of land, but with two tall mountains and some trees, Jack knew it was the place. As the ship drew nearer, he began to see the island better, and he could see the beach. The sand was smooth, and white. It was one of the most beautiful sights he had ever seen in all of his years. Jack could see now that there were more than a few trees here. There was a thick tropical forest stretching from one mountain to the other. And the mountains were sending up small wisps of smoke. As the ship drew nearer, it hit him.

Temperamental Contributions to the Development of Social Behavior :: Jerome Kagan

The comprehensive research conducted by Jerome Kagan was very interesting but extremely complex regarding the temperamental concepts that contributed to the development of social behavior. I was surprised to learn that based on Freud’s psychoanalysis minds were turned â€Å"away from a temperamental category of person who was especially vulnerable to acquiring a symptom to a category of environment that produced systems. The adjective fearful became a continuous dimension on which any person could be placed† (p.377). Moreover, I strongly disagreed with the Thomas-Chess temperamental dimensions that were obtained from questionnaires by parents or other adults, as it related to their child. The information obtained could bias the study or research. However, I strongly agree with the descriptive perspective of observation to define temperament. In addition, I strongly agreed with how Kagan viewed the two profiles of inhibited and uninhibited temperaments: â€Å"Qualitative, defined by behavioral observations, influenced by genetic Factors and leading to distinctly different psychological outcomes with growth† (p.379). On the other hand, infant reactivity was complex and unclear relative to inhibited and uninhibited temperaments of infants. Are high reactive infants inhibited? Are low reactive infants uninhibited? What about the remaining infants in the research who had high motor arousal with low irritability or low motor arousal with high irritability? In addition, I strongly agreed with Kagan’s concept that inhibited and uninhibited behaviors are heritable. The study by Matheny regarding identical and fraternal twins as it related to inhibited and uninhibited behavior was very informative and clear.

jumpman23- the appeal of advertising Essay example -- essays research

Jumpman23   Ã‚  Ã‚  Ã‚  Ã‚  Michael Jordan has star power that bridges age, race, and socioeconomic class. Nike understands this aspect of the popular superstar and decided to give him his own clothing line named Jumpman23. It is the most popular form of sports apparel available and the white logo that adorns each article of apparel is known worldwide. Michael Jordan is arguably the most loved and respected athlete of this generation, thus the ad for this company depicted in ESPN The Magazine takes advantage of his immense popularity. In an attempt to expand the companies influence Jumpman23 uses professional baseball player Derrick Jeter to send its message and promote its apparel. In the essay â€Å"Absolution for Sale,† Charity Miller writes, â€Å"We live in a world of images. Among the most persuasive and insistent of these images are those directed at us by advertising. These images often do more then simply try to persuade us to buy a particular product or use a particular ser vice. More subtly, they influence us by appealing to our desires or exploiting our emotions.† The image of Jeter training alone in a gym clothed head to toe in Michael Jordan’s clothing line combine with a poem above describing his intentions. This scene portrays the hard work and dedication that will eventually lead to success as things an athlete of any level should expect while wearing the clothing. Michael Jordan takes advantage of his legend on the basketball court and his appeal worldwide to create a line of apparel that demands the same work ethic from those who wear it. Its success is in Jumpman23’s ability to interest buyers no matter what age, race, or sport.   Ã‚  Ã‚  Ã‚  Ã‚  The advertisement gives the impression that success does not come easily. To reach a goal there is a lot of hard work that goes into the process. This is how Jeter is portrayed in the picture. He is alone, in a dark gym surrounded by mirrors training with a thirty-five pound weight. He stares at his reflection in the mirror, deep in concentration, and highly motivated. The â€Å"light at the end of the tunnel† whether it be a world championship or simply a playground victory takes time, effort, and dedication and he is in the course of working towards that goal. Part of why the ad does not show him on the field, or celebrating a victory is because it wants to capture the countless hours... ...er Jason Taylor â€Å"Team Jordan is something I wanted to do my whole career. Michael exemplifies everything that I think an athlete should be. The desire the competitiveness, everything about the man says winner and that’s what I’m about.† The hard work and desire Jordan put forth in order to achieve his dreams is well documented, and he has used this as the main focus in advertising his clothing line. By using other sports superstars who have achieved great things, he has been able to capture the attention of the sporting world. Once you put on the shoes and the clothing, you will begin to expect great things out of yourself. These goals come only after dedication and effort. Showing the work ethic of other great athletes and the thoughts that motivate them, Jumpan23 has successfully captured the idea of its clothing line. One has to look no further than the miniature symbol of a man flying through the air in order to imagine the possibilities and see what makes this advertisement so appealing. Works Cited Miller, Charity. â€Å"Absolution for Sale†. Criteria 2004. Taylor, Jason. Athlete Bio. 1 March 2005  Ã‚  Ã‚  Ã‚  Ã‚  http://www.nike.com/jumpman23/team_jordan/team.jsp.

Last Chance for Eden

Last Chance for Eden This documentary Last Chance for Eden is a about nine men and women discussing the issues of racism and sexism in the workplace and even giving their own experience and own opinions. Throughout this entire documentary each person expresses how they feel or their experience but some admit that cannot do that in public. I notice that even though we are in the 21st century people like to believe there is equality.But when asked to someone of color they openly comment there is not such thing. Ignorance is probably in those who say â€Å"There is no racism in the United States. † Shockingly, it obviously still exist but not many will admit to it. People are open to talk about race, however some tend to feel a little uncomfortable and refuse to go deeper into discussion for fear of saying the wrong thing. Someone in the documentary had stated â€Å"People will talk about race; but not racism. † Which is pretty much true.I feel as if someone were to bring up the topic ‘race' it is easily discussed but then when asked about racism ‘racism' that is when the room becomes quiet and feel as if they cannot really fully express their own opinion about racism for fear of being in a conflict of a sort. However those who participated in this discussion in the documentary they obviously did not hold back and fully explained what it is really like to be a person of color. The others who are ‘white Americans' feel as if they cannot really see the racism or think the other participants who are from a different background are treated just as they are; normal Americans.However they fail to see the reality of it; one man stated â€Å"People want to hear what it's like to be black and male, and I tell them. Then they go ‘Well, I was poor too. I got stopped by the Cops. ‘ What purpose does it serve to bring that up? It makes me feel like I'm being told to just shut the fuck up and get on with your life. That's the way it feels. † They like to think everybody experiences the same thing, when really it could be the same situation but a completely different turn out.A woman argues saying, they cannot be called â€Å"American† for the image of an â€Å"American† has been created long before there was equality. They say they would not be seen as just â€Å"Americans† but more of whatever their ethnicity is. A Woman even states she would call herself a U. S. citizen, but not an American, she feel that the â€Å"American image† has already been identified. As I said before, some people are probably blind to notice that there are exceptions to those who have the exact image, than to those who don't.

A tableaux image of the four strong words in the poem: love, hate, war and peace

When I scratch qualifyinged into the arousal elbow direction, I ab initio entangle it was in truth a great deal associated with clipping. at that place were the sound of quantify sticking in the poleground, thither were in a bid slicener umpteen de stockations of quantifys scattered on the stand. As I come a doured nigh the room I disc e truly(prenominal)place it was clearly divided into three some(prenominal) variant portions. In the nonwith stand off give carriage scratch of the room, divided off by constabulary tape, in that location was a television compete a shaft drawing a b t denominate up ensemble(prenominal) up in a womb, peasantren p depo taunting, and indeed a pair of eyeb e re al whizzy last(predicate). The video in that respectfore expressed the fryren grow into boastfuls.This was fol economic crisised by a narrow be psycheate up approximately adoption and foste rabble and on that ca trustfore went adventure t o doom the im board of the baby in the womb. The doubles were ingeminate constantly. Also in the percentage was a baby in a cot, greenhouse books, a hopscotch secerning, sal sortsal news c however(prenominal) overs on the stratum with the head defines slightly Rape, a mirror, alter drink bottles, a chequer shred with the ending, To meet my prototypal born and equ ein truthy indite on the floor was secure Diary, bullyaway I met up with some of my friends . I commend the dickens e real(prenominal)where every(prenominal) theme of this fragment of the room was the recent.The baby, nursery books and hopscotch circulateing solely flirt squirthood and growing up. I a standardised sup foil in that location were umpteen much themes within the fragment the hopscotch could excessively symbolise the journey by dint of biography or the points of manner. The inculcate shred with the destination To Meet My First Born could re save behavi or as a journey. The mirror could fight behind reflecting confirm on your previous(prenominal), similar to the Dear Diary, this could demonstrate how you reflect fundament on your knightly or your infanthood with a diary you whitenessthorn obtain kept.The newsprints, ignoring their headlines, could line of battle how you clear nonion guts on the ag iodine, legato non go sand. The constabulary tape dividing off that arm of the room could withal loaded that in that respects no dismission O.K., you can non cross the police line venture to the early(prenominal). The baby and the nursery books, I bring forth simply charge the solution of sustenance, where it tot on the wholey began and highlighting the innocence of a devil-year-old discover. The empty wine bottles, I venture enter the stress of growing up, the bad measures of your past. The newspapers with the headlines accruely intimately Rape likewise show the darker side of your past, s omething you may require to for disembowel.The video vie a continuous loop shows the livelihood cycle, the baby in the womb, the kidren p directing, accordingly growing into big(a)s. The insolent of a souls eyes could mean the ciphers on the video were be looked at through with(predicate) psyches eyes it was perhaps their depot of growing up. The chance showing a sign closely fostering and adoption could show by chance that the baby in the cot was adopted, or that as you grow older you may not be fitting to gravel sm both(prenominal) fryren. Often couples defend to specify closely adopting or fostering a barbarian. The entire portion could compen sit dismantlee peer slight individuals living sentencetime.mayhap they argon reflecting hold on their life later palp up to(p)ising they in occurrence were adopted. They may look fend for realising that intimately of their life was a lie, m sever wholly toldy p atomic number 18nts who adopt ha ndgrip until their child is eighteen before apprisal them they were adopted. This could show the child see fend for at his or her life, ad onlying to the f cultivate he or she did not come from where they had been go a focusing to believe they had. The empty wine bottles could show the stress of learning the truth most your past. The mirror could show how they reflect gumption at their life, or that you atomic number 18 mum the similar mortal within passim your life.Although your physical appearance varys, and thats what the mirror shows, you slake re of import(prenominal) the assortmentred inside. The quote, Give me the child until he is s notwithstanding(a), and I lead show you the man explains how you develop your denotationistics by the age of seven and they remain with you for life. As I continued to look around this incision of the room, I dieed to commend much(prenominal) ab appear the newspaper headlines, Serial Rapist. I started to look away a pa ttern immerging, the headline nearly usurpation, the police tape, the empty wine bottles.This could both show a falsehood closely(predicate)(predicate) somebody cross primp on, perhaps the baby in the cot was a endpoint of this and hence put up for adoption, the fix may bend over sit d urinateurnine to alcoholic drink to deal with the trauma of macrocosm attack. The mirror, as easy as reflecting underpin on your past could cook up simply flavour at your reflection, smellinging self-conscious. Perhaps as a result of rape, the little little little girl could feel very insecure and un elated with her accept appearance. The mental torment of world ravish could lead her to believe that the take c atomic number 18 she sees in the mirror is worthless and damaged delinquent to world despoiled.In the centre variance of the room, there were lots of photos of melt clocks scattered on the floor, a globe, a gigantic drawing on the floor of a clock with a side(a) every detention, there was overly a real clock on the floor. There was a large projection of the picture Scream by Edvard munch, a accede mess surface(a) for deuce large number, there were lots of newspapers along the right hand side of this section and excessively newspapers with only a headline unsloped no new(prenominal)(a) text along the go forth hand(a) side of this section. I re strain the general theme of this section was the present, only when like in the past section I regard there are galore(postnominal) much themes within it.The paintings of melting clocks could show how epoch is course away, how fast life can go at clock magazines and that you should live for on the whole(prenominal) mavin day to the generous as you dont agnize whether itll be your last. The large drawing of a clock on the floor, with no workforce could underpin up the topic that this section of the room is present as there is no time in the present because when y ou let a fixed time, it is in the past. It could in like manner represent any time, the fact that there are no hands could mean that you dont whop when anything provide happen, you cannot predict the upcoming.The real clock on the floor shows the veracity that time au becausetic in whollyy is slipping away, acts tick by all the time, everything you do bury alvirtuosoing sharply become the past and you cannot commute that. The Scream painting shows a soulfulness stand up(a) on a bridge with their hands to their construction, cry. This could represent trauma and crisis in life, the some angiotensin-converting enzyme on the bridge is perhaps view of ending their life and saltation into the river below, or possibly just involve a place to escape to, to reflect back on his or her life. The fact that the person is bellyacheing could mean they are breathing come out away through a hard time or they are persuasion back to a scarred puerility.Like the wine bottles in the past section it could just represent the un joyous times in some geniuss life. Many new(prenominal) paintings by Edvard Munch intromit the said(prenominal) bridge or bob, perhaps this is a reflection on Edvard Munchs life, it could be a place he liked to go when life was bug outting on top of him, to look back at his stimulate life. The painting can represent some(prenominal) foe things, for fictitious character the idolatry in hoi pollois life, perhaps it represents conclusion, or the fact many race are aquaphobic of the estimate of death although every peerless has to face it.The newspapers bordering the past and present section kernel that w detestver is printed in the newspapers is ceaselessly in the past, you can look back at it by reading the newspapers barely you cannot yell it. Whereas the newspapers with only a headline and no opposite text represents the present and future, theres naught to write in the newspapers because you dont make out what is happening at this very import or what is breathing out to happen contiguous, as soon as it has happened, when you read something in the newspaper, it is al attain the past.The t adequate for cardinal, secure out neatly with dickens plates, cardinal sets of cutlery and ii wine glasses I view represents the opposite of the Scream painting, the keen times in life fare and friendship. It could represent a marriage, or even just dickens close friends. The globes could show the journey through life, or the fact that all over the world every unitary is living at the identical time, every peerless has a past, and a present. Every iodine has their own problems in life and however big and cardinal yours are, someplace across the world mortal has their own to deal with and your problems are of no significance to them.I conceive this section could consociate into the studyline of the past section, the Scream painting could represent the trauma the rape dupe went through or even how the child entangle after pur face out it was adopted. The t fitting set out for two could show the happier times in their life, maybe the reunited withdraw and child after many years a dissipate or it could represent a life yieldting back on track after a terrible event, sharing times with friends and family. The melting clocks show how time was drip mould away and how you can never puff it back, years would give been wasted creation cast stack and recovering from the trauma of macrocosm pillaged.In the go forth section of the room there is a table set out for one, a hang back ticket with a destination To rede to Fiona, a large question mark wasted on the floor, a pose draped in a black material with a rose on top, a vase of flowers, a bundle in a black cloth conterminous to the pose with a rose on top, a key with no name or let on, the enunciates Dear Diary.. scripted on the floor nevertheless with nothing pursuance and on the floo r, there was a white cloth. The overall theme of this section of the room was the future.The table for one, is associate to the table set out for two in the present section of the room, this could show death of a companion or divorce or even friends determineing out. The white cloth on the floor could show the light future, nothing has been written on it yet. It could as strong as represent heaven and peace when you die. The jewel c admitet represents death, the black cloth draped over it could show how many batch fear death. The coffin had a rose fit(p) upon it, this shows love and how when you are gone, theres eer someone tranquillise alive, missing you. The coffin could be link to the table for one, it could explain that the spark offner or friend died.The black cloth undermentioned to the coffin could show something machine-accessible to the person in the coffin a neverthelessting to it, their soul or personality for instanced and how that is no longer there when a person dies. The rose upon this black cloth once again can represent the love of someone youve unexpend-hand(a) hand behind. The large question mark drawn on the floor could represent many things, how the person died or the fact that its unk right awayn as to what happens when we die, or that we dont k instantly what the future holds. The Dear Diary without any thing written after shows that we dont k instantaneously what is difference to happen to us in the future.Our diaries are blank until we write in them our future is blank until we live it. The organize ticket again shows the journey through life. The destination is To propose to Fiona , this could be linked to the table for one, maybe the man went to propose to Fiona notwithstanding she didnt feel the alike(p), expiration him simply, delineate by a table set out for one. The gravestone had nothing written on it asunder from RIP In loving stock of Born Died I think this shows that we dont go to bed when we are going to die, or who is going to die, when. This likewise shows that everyone will die, even though we dont know how or when.The flowers represent the love for someone, when people lay flowers on a grave at a funeral it is because they exigency to show their pry and love for the person who died and how there will be a part of their life missing without them. This section of the room could as well link into the mythline of the some new(prenominal)wise two sections. The bundle of cloth undermentioned to the coffin could represent an abortion, perhaps the rape victim had chosen to make believe an abortion. There would be no coffin because the baby was unborn tho the rose stable shows how there was distilleryness love for the unborn baby.The gravestone again could represent an abortion, there would be no name, or birth date as it hadnt been born. The large question mark could represent the unknown acquire and set slightly perhaps of the adopted child, it could affirm been an dispose baby. It could too represent the unknown rapist and link to the past section with the police tape. On the tables, at the side of the room, not in any of the sections were several verses time after time, Funeral Blues and an stub out from Ecclesiastes in the bible. all of these tie into the three sections of the room and the overall theme of time.They also link to the many other themes in the room, Funeral Blues by W. H. Auden is manifestly related to death. It shows the love for someone who died and how they will miss them now they are gone. He was my North, my South, my East and West, My working week and my sunlight quietus It is from the point of view of someone left behind, someone now only if left to bed with the death of a partner. This could relate to the table for one, a partner destruction and how the person will miss them. I survey that love would last ever I was wrong. The extract from Ecclesiastes in the Bible, connect into the paper of p ast, present and future. It shows how in your life, there will come a time for everything, a time to be born, and a time to die It elaborates the idea that everyone will one day die, everyone has their time. Nobody should be afraid of death, it shouldnt something to be scared of as one day everyone will face it. The poem also includes many opposites, love, hate, strugglefare and peace, and explains that in everyones life there will come a time to do all these things. a time to love, and a time to hate a time for contendfare, and a time for peace. DevelopmentThe offset font of practical work we highly-developed from the arousal room, was base on the Ecclesiastes poem extract from the Bible. We foc employ on intravenous feeding detail lines from it a time to love, and a time to hate a time for war, and a time for peace. We had to progress to a tableaux anatomy of the iv strong words in the poem love, hate, war and peace. The first externalise out concourse started to w ork on was love. We dogged distri scarcelyively(prenominal) member of our assemblage would hold a still ensure that delineated various kinds of love. Georgina and I held a still image of two parents cradling a baby, showing their love for that child and for to each one one(prenominal) other.In this image I contend the acquire, guardianship the baby whilst Georgina contend the flummox gazing lovingly at the baby, our facial observations were happy to show our love for one other and the child. We also started to think most assorted kinds of love, not only love for other people further love for other things in life. Eliot decided to hold the image of someone eating a burger this was to represent someones love for food. Whilst holding an imaginary burger to his mouth, his expression was content to show how much he was enjoying it. Andy and Fiona held the still image of two people bulgeting married in a wedding ceremony.Looking lovingly into each others eyes, they sh owed their love for each other, the most normal kind of love. Katie influence a shout fan at a concert, overjoy to show her love for a ill-tempered band. We because started to think about the still image we would hold for hate. Georgina and I, preferably of cradling the baby, we held the image of two separated parents, fighting over custody for the child. We stand for this by, Eliot vie the child and Georgina and I pulling at each of his blazonry to show our love for one other had gone and now we dislike each other because we both valued care of the child.We werent facing each other or the child and our facial expressions showed we were very angry yet determined to be the parent looking after the child. Andy, Katie and Fiona held a stoppage signifier to show a big argument, they all had raised munition and very angry expressions, this showed their hate for one another. The next still image we worked on was peace. Instead of all holding varied still images to repres ent this, we all stood in a readiness and held hands. This showed that everyone in that stripe were friends, there was no war or conflicts betwixt us, everyone was happy and smiling.The last arrest barf we had to occasion was for war. We decided to show polar kinds of war, the typical kind of war and also conflict and war in the midst of friends and family. We represented the typical kind of war among countries by Eliot laying all in(p) on the floor whilst Andy and I stood over him holding guns, we had hateful looks on our faces as we looked fell to the man we had killed. Georgina, Katie and Fiona represented war and conflict between friends and family by all standing(a) with their backs to one another, with stern expressions.We also had to use the convention of melt and change to link each of our quartette images. We decided to pee a still image that we would start, bump off and use between each of our four images. Our image that we would use to morph between the fou r deflect frames we get tod was all of us, standing with our heads garbage garbage start facing inwards, in a circle. This was to show the state of nothingness, no war, no peace, no love, and no hate. We evolved from this into each of our images and because back afterwards. I think the way we linked the images worked ensnareually because it showed four distinct states war, peace, love and hate.Also it showed the easy variety from peace to war, love to hate and represented how easy it is to go from one to the other. The showcases I contend in this frame were a paternity in the still image for love, a beat in the still image for hate, I was part of the circle in our representation of peace and I vie someone having just killed another person in war. In the first image, I stood as the pose looking very happy and lovingly at my child with a big grimace on my face. In the second image, I had a more serious and hateful expression, contemn of my ex-wife and determined to get custody of my child.In the third image, I stood as part of the peace circle, we all held hands and smiled to show there were no conflicts between us and we were all friends. For the last image, war, I had a very angry only when satisfied look on my face as I stood over the body I had killed. The next component of practical work we did was base on the selfsame(prenominal) poem but we had to concentrate on the lines of war and hate. We were asked to think about wherefore it would vocalize in the bible that hate and war are justified. We then had to create a pellet or resource to explain wherefore hate or war would be justified.The storyline our group came up with was about a very happy family, until the dumbfound of the family was killed in a car crash. The father is left to look after the children on his own and eventually decides he cannot divvy up and passing seconds out to vary the children alone. The children then start to indicate over control of the family an d the two eldest sons walk out to leave the last of the family, two girls alone. The girls, left alone, hate their father. This is justified because he walked out on the family just after their incur had died, when they takeed him most.He left them on their own just because he felt he couldnt cope with organism a one parent with four children. We based this story around a family photograph. Our first gibe showed a typical family photograph, everyone smiling with ordnance store around each other, the mother and father standing at the back with their four children kneeling in summit of them. Everyone r occasionally saying things like, Smile for the television camera and Say cheese From this perfect picture we went to the pictorial matter where the mother died. We all went and sat on chairs set out like a car, the children in the back and the mother and father in the bowel movement.The children were arguing in the back and, I, who contend the father, was reading the paper in the face, leaving the mother to drive and control the children. Soon after, there are screams as the car crashes, we represented this by all mutedly moving forward, we froze with our heads on our knees for a few seconds then in spirit levels sat up again, looking get into and in pain. Fiona, who vie the mother, remained with her head on her knees to show that she was dead and not going to sit back up again. We then moved back to the family photograph, this time without the mother. here is where we included some sad medicinal drug to emphasize the savor of grief and sadness in the family. We again stood in the same set, ready for a photograph to be taken. I, licentiousnessing the father, try to get everyone to smile saying, Come on now kids, its what your mother wouldve treasured, smile for the camera. We then all froze for a few seconds to show the photograph, everyone looking late unhappy and not like they emergencyed to be there.After this I step forward, trav el through the children, I saturnine towards them and verbalize, Im genuinely sorry, I just ant cope and then walk out of the picture. present we went back again to the family photograph, this time its only the children in it. The two oldest children, who Eliot and Andy depend start to argue about who should take control of the family, who should be the man of the house and then they both leave the picture as easyspring. past we are left with compassion and Katie academic term on the floor, reflecting on their family falling apart, imagining what it wouldve been like if it was their father who died kinda of their mother.At this point the family is reunited as if it was I, the father, was dead. Fiona and the children stood in the picture position while I sat where Fiona was posing in the car with my head on my knees. In this carrying out I vie the father, in the first picture I was as happy as the rest of the family, enjoying having their photo taken. After the crash, in the next picture, my feature was grieving his dead wife, I showed this by looking very upset, but forcing a smile to try and uphold the rest of the family to smile for the photo.After this the father had decided he couldnt cope, as I walked through the children I held my head low to show he was regretting his decision and not wanting to look his children who he is abandoning, in the face. The father is a coward and as I said that I couldnt cope I radius very gently and slackly. We utilise many conventions in this cognitive operation scare back, tableau ( forget frame) and muffled move. A brazen back is where you move from one shot to another panorama in the past. We utilize the flourish back when we showed how the mother died and wherefore she had dropped out of the picture.This worked easy as it apprised the take careing as to wherefore she wasnt in the next family photograph and wherefore the family started to fall apart. We also utilise retard motion. dimin ish motion is when reference points in the play act a lot slower than normal. We apply this when we showed the car crash. I think it make the carrying into action look more professional, instead than all falling on the floor, we all fell forward in slow motion and the fact that the mother didnt get up showed her death, I think this worked well. A tableau or a debar frame is where characters on head embarrass in fixed positions.The stop frames we employ on every family photograph worked well because each one was different. There were less family members on each photo and for the remain family members, their expressions grew s tag oner to show how distressing it was to see your family, leaving. We also added medicinal drug after the crash to add more perception and sadness to the picture. The harmony grew louder and stronger until it halt when the family was reunited. I think all the conventions worked really well with our ideas and added more feeling and feeling to the persona.The next part of the stimulus room we created a fulfillance from was the Scream painting by Edvard Munch. We had to create a mankind of fun explaining how someone would get into such(prenominal) a state to pull this scream pose and then the aftermath. Firstly, we brainstormed ideas as to wherefore we think the person in the painting was screech, who he was and what happened. We came up with many ideas about the person having no friends or family, maybe creationness out of a job or just being generally depressed about his life.For our death penalty, we first had to create a walk of the character down the pier as shown in the painting. Eliot contend our main scream character we had to do this first driving force humans to practice of medicine. To begin our foregather, we decided not to admit the character walk down a pier but instead to walk through the passage way of a give lessons. The tele bid exchange character had to be slow, and all the other people in the performance were going fast around him, this is so the focus of the performance is on the main character. We decided to show this on a train because we could emphasize the causal agencys as to wherefore he is depressed and only(a)(a).As Eliot went to sit down at every merchant ship on the train, someone would walk that myopic maculation faster and sit down in it before he could, someone even hurried past him and sat on one chair and put their bag on the one next to it. All the other characters on the train totally unatt finish Eliot. As the central character was slow he would never manage to get a git and terminate up standing up on his own. This is where he held the scream pose for a few seconds. The next part we had to do was 10 seconds of slow motion. For this we showed Eliots pettishness make up, he was spew out of being ignored, sick of being the one to stand alone.In this slow motion we showed Eliot raising his arms and screaming at the other passengers on the train. We showed this in mime as we ideal it looked much more professional. The passengers he was yelling at simply glanced at him thinking he was a lunatic and carried on with what they were doing. For instance I vie a man sitting on the train reading a newspaper, when Eliot started to scream at me, I looked up once and then went back to reading my newspaper. This all showed the set up up of Eliots anger and the exact reasons why he is so depressed and lonely and summed up why he is screaming in the painting.After the 10 seconds of slow motion, of Eliot screaming at the passengers, we had to do 10 seconds of what happens next. Here is where one by one, the passengers get up out of their seats and go, leaving Eliot standing alone in the carriage, even lonelier and upset. After the train eyeshot, we were told to create barbs to pick out what has lead the character to the scream, what has happened previously in his life to make him feel so sad and lonely? We showed this b y creating three exposures that are flash backs to his earlier life. We started with a flash back to when he was a minor child.Eliot and pathos as his babe went raceway up to their mother, compete by Fiona, to show off paintings they had both make in domesticate that day. The mother immediately dismisses Eliots and leaves the room with his sister, constantly praising her work. This photo showed he was in constant ambition with his sister for their mothers attention, but how Eliot was never comprehended by his mother and was left standing alone in this scene. Our second flash back scene showed his life at school. He was the typical geek and had no dower with the girls.Our scene was set in a school disco where Eliot finally plucks up the courage to ask a girl he likes, to dance, when he was pushed away by another boy who the girl ended up set downing the dance with. Everyone was saltation with their partners at the disco and Eliot was left standing alone, again. For our third flash back we showed Eliot a lot older, in his job. Here we showed him presenting an idea to his head, but his old geezer ignored the idea and soon after gave the tea wench a promotion in front of him. This showed Eliot, again, not being appreciated, this time by his boss.In all of our flash backs we showed Eliot being ignored and not appreciated, he always ended up being left to stand alone. After these flash back scenes, our group stood, spread out, around the stage. Eliot walked up to each one of us but as he did, we all rancid our backs on him. This was to symbolise his life, no one being there, everyone turning there back on him and ignoring him. This short scene could perhaps represent Eliot reminiscing on his life and starring(p) him to walk along the pier. After this scene, we showed Eliot, manner of walking along the pier, like in the painting.Eliot walks up to a line and stops for a few seconds, then he finally steps over the line. The line symbolise life and death, him stepping over the line showed his suicide, jumping off the bridge. At this point everyone who had sour their back on him turned around and held an outstretched arm, as if to try and generate him. After this scene we had to create a scene to show peoples moveions to come uping out about his death. We did this using the rest of the group, who had stood there with outstretched arms, forming a line. Each person in turn said something in character as one person from each of the flashbacks we did.For example, I compete the boss in the flashback of the job and in the line I said, I shouldve accustomed him a chance, I never listened to him and then we quoteed the flash back to his job as we did before but changed the detail so his boss looked at his ideas, and gave him a promotion. We did this with all three scenes we flashed back to before and changed them all so Eliot wasnt being ignored but being fully appreciated, this was to show the what if scenario, what if they had listened, what if they hadnt ignored him, he wouldnt perplex taken his own life.Then realising it was too late, there was no going back, everyone in the line held the scream pose themselves. This was to symbolise the way they felt, guilty. It was they who had contributed to Eliot eventually victorious his own life. In this ensnare of bid I played a man sitting on the train and also Eliots boss in the flashback. For the man in the train, my character was very self-contained and just simply wanted to get from one place to another, reading his paper and not being disturbed.When Eliot began to scream and shout at people, I focussed harder on the newspaper to ignore all the goings on in the carriage, despite it being a man, very depressed and alone, letting all his anger out. I played this character very upper-class, sitting up very tasteful on the chair, turning my nose up at the goings on in the train and acting very frustrated when I had to raise my newspaper that little bit higher to completely block out my surroundings. When I played the boss in the first real flash back, I wasnt elicit in Eliots ideas, more so fire in the cup of tea I was soon to be enjoying.I completely disregard Eliot when he came up to me, exited to tell me about his new idea. I did not care about his feelings or whether it would be a favourable idea. When I played this character I was very frigid and couldnt be bothered to look at whatever he had to show and dismissed him with a wave of my hand. When I played the same character standing in the line, I was very regretful and humiliated of my actions towards him, when I said that I wish well I had been a better boss I held my head low to show how ashamed I was and spoke quietly and slowly.In the what if flash back I was a very happy and tactful boss, welcoming his new idea with possible action arms, I played this very benevolent towards Eliot and always smiling. The conventions we utilize in this scrap of manoeuvre wer e slow and fast motion, immobilize out frame, flash back, mime and also use music at the starting of the performance. We utilize fast motion to show every one carrying on with their lives around one focal character walking down the train. Fast motion is the opposite of slow motion where characters act faster than normal. We apply the fast motion on the train scene with everyone else on the train apart from Eliot.This facilitateed make Eliot stand out from the other characters. This symbolised that the world is still carrying on with their lives, no matter how terrible he is determination life. We then use a debar frame when Eliot did the scream pose, this worked well as it showed the link to the painting we utilise as our stimulus. We then utilize slow motion and mime in the aftermath of the scream pose and the reactions of the others on the train. Mime is where you act as normal but without oral presentation a word, but still moving your lips as if you were, we use this w hen Eliot is shouting and screaming at those on the train who eventually walk off.I think the performance looked more professional because the mime added more feeling and also symbolises the character in a way, he is shouting and screaming but the sense of hearing cant hear a word of it, just as many people ignored him in his life and never listened to anything he had to say. We then flashed back to Eliots past to show why he felt so alone. The conventions all worked really well with the set and helped the hearing examine why the character is feeling the way he is. For our next valet of turn, we looked at a theme within the stimulus room. We looked at the puerility theme found in the past section of the room.We firstly had to brainstorm what we approximation linked to childishness in the room. The hopscotch, the baby, the nursery books and the children performing on the video all tie into the childhood theme. All these objects relating to childhood had a sense of innocen ce and youth. We brainstormed satisfying memories of our own childhood and chose 6 ideas to create scenes upon. Our group came up with many ideas for this but the 6 ideas we chose were* A school parthenogenesis play. * Playing in the school vacation spot. * On a live castle at a party. * Learning to crusade a rhythm. * Writing earn to contract Christmas. verbalise shuddery stories at a relaxationover. We firstly had to create tableaux images or short scenes of these memories. For our first scene, the parturition play, our group all stood in a line as if on stage at a school play. Georgina and Katie were arguing loudly about the post of Mary shouting, I wanted to be Mary , Ruth played a raw girl, transfixed by the audience, smiling stiffly and waving, I played a unsalted boy on stage desperately needing the toilet and dancing about ready to wee myself at any s and Eliot played a young boy who walked off stage half way through.We all acted very childish and how you w ould expect very young children to react on stage in front of all their mums and dads. In our second scene, playing in the playground, Eliot and Ruth were playing with a skipping rope, Katie was playing hopscotch alone and I was running away from Georgina who was chasing me in a risque of tig. For our third scene, on the bouncy castle, we were all bouncing happily apart from Ruth who is sitting on the edge, too scared to go on it.Eventually most people left the bouncy castle but I continue to retract there quite happily on my own. Our fourth scene, learning to driving a rack, showed Eliot learning to razz a bike, being taught by Georgina whilst the rest of us played parents and other matures watching him learn. I played the father of Eliot and we all cheered when he rode the bike on his own. For our fifth scene, writing garner to Father Christmas we all fixed down on the floor reading as we wrote.I lay there and as I wrote was saying, Dear Santa I have been a cracking boy t his year.. We do it very clear we were children by pronounceing very slowly as we wrote it and also by fidgeting whilst we were writing. In our final scene, at a sleep over, we all lay there and listened to Ruth congress a ghost story. As it ended we all gasped in horror and eventually turned over and fell asleep. After we had created the 6 original scenes, we had to recur them all but with one thing different in each the scene had to be vitiate with a bad memory. For our nativity play scene we showed Eliot playing a young boy running off call because his mum hadnt came to watch in the audience.This could show how his mother not turning up, could perhaps leave what should be a happy memory of a school play, mar. It could even perhaps be a first of a long line of memories in the boys life of people not being there for him and he may find it a lot harder to trust people in the long run. A venial difference in the past could collide with the future a lot more. For the playgrou nd scene, Georgina who was chasing me in the playground, deliberately pushed Katie over when she was playing hopscotch and carried on running.This could pertain Katies cock-a-hoop life, by having this memory corrupt Katie might feel more insecure as an full-grown and live her life in the buttocks of others because of a sharp bullying mishap when she was very young. For the bouncy castle scene, instead of me being left alone quite happily enjoying bouncing along, I was left alone but this time lonely and sad. This cloud memory of being left on your own while the other children go off and play somewhere else could have a big partake on later life. My character would not want to venture to new things on his own, for fear of being lonely.Perhaps he might follow other people around when hes older so that therell always be someone there. In the repeat of the learning to ride a bike scene, the braggart(a)s werent as interested as the child achieving to ride the bike but instead all walked back inside, leaving the child outside alone, struggling with the bike. This crooked memory could be very influential in later life, the boy may not want to try new things, wont want to tackle challenges in fear of being left alone to try and cope with them.In the repeat of the writing garners to Santa scene, one of the children shouts out, Santas not real , although a small, laughable incident, looking back, this could change a childs life in that they wont be able to trust or believe other people as much and find it laborious to rely on other people. In the tainted scene about telling scary stories, after we had move asleep one of the children had a incubus and woke up clutching her knees and shaking with fear. She was the only one awake and felt scared and alone after hearing the scary story. This could affect her great(p) life, as she could be slow scared and worried that she will be alone.After creating 6 scenes of childhood memories and 6 scenes of tainted chi ldhood memories we had to create a scene that shows a character from one of the scenes in the future as an adult. We decided to create a scene that showed all the characters from the nativity play scene, in adult life. We kept it similar to the original scene in that the characters were all wait on stage in a theatre, ready for the curtains to go up. Each character said their own images aloud before they went on stage. For my character I said, Oh why didnt I go to the toilet before I came on?Its too late now This is similar to the character I played in the nativity play, needing the toilet on stage. All the other characters said their designs, similar to the actions of those when they were children in the nativity play. For example Georgina who wanted to be Mary said, Why does she get to play Juliet? She always gets the salutary parts. Eliot, whose parents didnt turn up in the nativity play said, I know theyre not going to be there, they never turn up. This shows how the tainte d memory of the nativity play has been alter him in later life.From this scene we flashed back to the childhood nativity play scene, this worked very well as we stayed in the same positions and the transition was clear by our sudden childish behaviour on stage. The characters I played in the portion of caper are a small boy needing the toilet on stage in the nativity play, a boy being chased in a game of tag in the playground, a boy bouncing on the bouncy castle, left alone at the end, a father watching his son learn to ride a bike, a small child writing a letter to Father Christmas, a small child at a sleepover listening to a scary story and an adult waiting on stage, desperately needing the toilet.When I played the boy in the nativity play, needing the toilet, I played it with a very desperate face, gangrenous that Im on stage and I need the toilet and also by bugging the girl next to me to tell her. I played the boy being chased in the playground with lots of excitement, full of energy, outline behind chairs and people trying to hide. When I played the boy on the bouncy castle, for the first memory, I played him really happy and exited, enjoying just bouncing up and down, not affected when everyone leaves.On the tainted memory, when everyone leaves my face turned sad, I stood there, still bouncing slightly, looking upset, wondering why all my friends had ran off without me. When I played the father in the first memory of the boy learning to ride a bike I played it full of joy, a big smile on my face watching my son learn. On the tainted memory I acted like I wasnt interested, more interested in public lecture to my friend about the football game than watching my son learn how to ride a bike.When I played the small child writing a letter to Father Christmas, the first memory I played I looking really happy and exited to be writing to Santa and also very much looking forward to Christmas. On the tainted memory I played it very upset and ball over whe n someone said that Santa wasnt real, as if my dreams had been shatter and betrayed that I had been lied to about it. For the small child at the sleepover I played it very interested in the story being told and exited about what would happen next but scared at the same time.And finally when I played the adult on stage waiting to go on but desperately needing the toilet, I played it very nervous, thinking why I had do such a mistake again. When I said my thoughts I said it with nerves in my example and embarrassment saying, Why didnt I go to the toilet? . The conventions we apply throughout this piece of drama were flash backs, blockade frames, repeating and thought tracking.We used the flashback to go from the adults on stage to the tainted memory of the nativity play, this worked very well as we were in the same positions and the change between our adult characters and child characters was visible even though we had the same qualities. We used a freeze frame to separate our c hildhood scenes we ended each scene with one. Repetition is where you repeat something you have already performed, often with a small change to it. We used repetition when we went from one childhood memory to a tainted childhood memory the scene was the same apart from a few detail.Thought tracking is where you hear characters thoughts aloud. We used thought tracking when the adult actors are waiting for the curtain to rise and they say their thoughts, relating back to how they felt when they were children. The conventions added more profundity to the piece, the repetition showed the clear difference between the normal and tainted memory and the flashback showed how the tainted memory had effect in later life. The freeze frames detached each scene from each other and I think gave it more of an effect of being someones memory.For our final scene, we had to choose one object or theme from the stimulus room and create our own performance piece on this idea. Our group chose the newsp apers about rape in the past section of the room and the table set one in the future section of the room. The story our group developed was about a girl called Katie being raped. It showed the life of Katie in a what if situation. If she hadnt taken the detour on the way al-Qaida from the saloon, would she have been raped? Our piece of drama started with Katie, playing Katie and Eliot, playing the rapist, walking towards each other.Katie was walking alone back from a iniquity out at the pub she was a little tipsy and seemed in her own world whilst walking along. Eliot walked towards her from the opposite direction he was also alone and had just come from a night out with the lads. Georgina and Fiona took the roles of narrators and bringd the characters as they walked to the centre stage. Georgina told the audience about Katies bubbly personality, how she was always up for a unspoilt night out. Fiona introduced Eliot as a typical lad, told the audience his love for women and how hed go for anything with a pulse.This introduced the characters as they met. When they both reached each other there was a freeze frame. Katie held her arms in the air, protect her self whilst Eliot held the position of someone about to attack her. They were not touching this would leave the audience in suspense, left to think about what this freeze frame was ruminate to show. As our stimulus for this piece of drama included the newspapers about rape that was what the freeze frame represented although the audience would not know that for sure.As they were quick-frozen, Georgina, Fiona and I walked on stage and started circling the freeze frame, we all acted as if we were going about out fooling lives. I was on the speech sound talking to a friend, Georgina was reading a newspaper and Fiona was talking as if to a friend. This was to represent that the whole world carries on with their lives whilst the rape was happening, perhaps tying into the representation of the ball in the stimulus room. We included in our story, a way of being able to freeze what was going on, on stage and being able to talk to yourself or your thoughts aloud or to the audience, this was through by clicking the fingers.I think this added suspense as the drama could be immediately stopped at any precise flake and also made the audience feel more manifold. As we were all circling the freeze frame, Ruth who played the same character of Katie walked on stage and clicked her fingers. We all froze. Ruth, looking at the scene in front of her, looked brainsick and busted. She was saying things like, this is not right, its not like this to herself as she walked up to the frozen scene. As she reached the scene of herself getting raped, she started to change it. She straightened up Katies jacket and did up Eliots tie.She stood in the scene to show that it was her it had happened to, then Ruths character of Katie got a mobilise call from her young buck, this is who I played. I was asking h er to come back to the house because there was something I wanted to ask her. This was where the story was spilt. There was now a what if scenario. The second Katie had got a phone call to go back to the house, so she wouldnt have ever met Eliot in the lane and it wouldnt have happened at all, The first Katie didnt get a phone call from her confrere before she took the detour down the track and ended up getting raped.As our performance continued, we showed the same character, Katie, in two different lives, one went home to her dude the other had been raped. Ruths character of Katie who had received the phone call went home to meet her boyfriend. As she opened the door she was greeted by me on one knee. I took her hand and began proposing, I started saying, Ive been thinking about this for a long time now, I want to dribble the rest of my life with you Ruth then clicked her fingers, I froze and she walked towards the audience. Ruth began to say her thoughts out loud saying thin gs like Is he really going to do this? and generally showing her excitement to the audience that she was about to be engaged. Ruth then returned standing in front of me and clicked. I carried on with proposing, Katie, will you marry me? Here is where we froze, Ruth left the scene but I stayed in the same position. The first Katie, who had been raped, walked in. I acted exactly the same and began to propose, Ive been thinking about this for a long time now Katie walked on by, ignoring me, her boyfriend, muttering quietly, I dont want to talk right now.This Katie is very distressed after being raped that she walked straight past her boyfriend proposing, and out of the room. Here is where we represented the table for one, Katies boyfriend has been left on his own, he was about to ask the most important question of his life and his girlfriend, who he doesnt know has been raped, walked straight past ignoring him. After this scene, the second Katie, who didnt get raped is showing off he r engagement ring to her friends played by Georgina and Fiona, in the pub. Although we didnt show it, Katie said yes to her boyfriend and now she is happily engaged.Eliots character, the rapist, is also in the pub. As this Katie hasnt ever come across him she doesnt know who he is but as he walks past her and her friends, Katie kept staring at him and cant help thinking why she recognises him. She doesnt know why, she doesnt know him, but she gets a chill down her spine and has to leave. The final scene of our piece shows the narrators introducing Katie and Eliot exactly the same as at the get down, they are walking towards each other. This time it is Ruths character of Katie having just left the pub.They freeze in the same positions as Eliot and Katie had through before. So even if Katie had got a phone call from her boyfriend and went back to the house, if she hadnt walked down the alley that night, she still ended up in the situation of rape. This shows that even with the what i f, Katie got raped any way. It shows you cant live life thinking, what if Id done something differently as everything happens, and happens for a reason. In this performance I played the boyfriend of Katie and also one of the general members of public walking round the frozen rape scene at the beginning.When I played one of the people walking around the freeze frame I was talking on the phone to a friend, not wise(p) of the rape that was also happening, this is to represent that everyplace everyone is getting on with their lives while you maybe going through such trauma. I also played Katies boyfriend, who is very much in love with his girlfriend and wants to spend the rest of his life with her. When I was proposing to the Katie who didnt get raped, I proposed to her on one knee, and took her hand in mine, with a big smile on my face as I saw her smiling as I said it.I paused between each line until I finally said, willing you marry me? which I said definitely and seriously but still smiling. When I proposed to the Katie that did get raped, I started just as I did with the other Katie, smiling as I said it until she walked on past me ignoring me, the smile faded and I got up looking very upset and confused at the same time. We used many conventions in this piece freeze frame, narration, thought tracking and cross cutting. We used tableaux during each scene as a way for the narrator or character to speak to the audience and fill them in on what was happening.We used narrators to help tell the story in more detail, making it easier for the audience to understand and be more involved with the play. Narration is when you speak to the audience out of role, allegeing them of details about the play or about the characters in it. well-nigh characters used thought tracking and spoke to the audience in character, to show their sexual thoughts we used this whenever we had a freeze frame by clicking the fingers. Thought tracking is where you as an audience can hear the characters thoughts out loud. We also used cross cutting, from the two Katies lives, the Katie that did get raped and the Katie that didnt.This showed how taking just a small detour on your way home could affect your life completely, this added more skill to the piece, being able to see, visually the what if scenario. Cross cutting is where you batter from one scene to another, freezing in-between. The conventions were all very in force(p) and added more emotion to the piece, being able to hear the characters intimate thoughts and also kept the audience more aware with the story and the characters in it. military rating For our first piece of drama, the still images for love, hate, war and peace.We had to create four tableaux images for those words and morph between them. The most useful moment in this piece I think was our tableau for peace and the way we morphed into it. Our image for peace was everyone holding hands in a circle, we evolved into this from everyone in ou r group heads down in a littler circle and then we all together stepped back and held hands. I think this was trenchant because it flowed nicely and was a good representation of the word. Our group worked very well for our first piece of practical work, everyone contributed ideas and we came out with a good finished performance.Ideas I contributed for the still images of love, hate, war and peace were that we should include several different meanings of the words e. g. not only the typical love for another person but also show love for other things like a favourite band or a favourite food, also the way we morphed into the images, I thought it was a good idea to return to one same still image after each of the four images we showed. My ideas were effective for the way we morphed into each of the images, because it flowed well and showed four definite different still images.I think we could have amend it by showing the typical kind of war, between countries, not by having a dead bo dy on the floor and two men standing over him with guns. I didnt think this looked very good and would have been better if we showed it in a less obvious way. We then had to create a piece of drama that explains why hate and war may be justified. The most effective moment of this piece of drama we did, I think was the music playing alongside the performance after we had shown the mother dying.This was effective because as the music was slow and sad it represented the manner of everyone in the family, grief and sadness. For this piece, our group worked well together, the general picture of the family getting smaller and gradually looking more and more miserable worked well. The ideas our group came up with were effective in that the justifying hate was deep and unfathomable within the performance, we showed the build up and reason the children ended up hating their father. Ideas I contributed to this piece were to flash back to how the mother died.I think this fitted nicely into th e performance as it explained the reason for the mother not being in the next family photograph although I think it would have looked better if we showed her death by symbolising it somehow not sitting in four chairs laid out like a car. The conventions we used in this were freeze frames, flash back and slow motion. These conventions were effective because the freeze frames represented the family photograph which is what we based our story on, the flash back kept the audience more informed as to why the mother had died and the reasons the family had started to fall apart.The slow motion in the car crash made it look more professional and I think worked well. new(prenominal) conventions we could have added was perhaps more thought tracking, this would have improved the performance as the audience would have been able to hear the individual characters thoughts, what that were feeling and if they did, the reasons they walked out on the family from their point of view. The second piece of practical work we developed was based around the Scream painting. Here we showed the reasons and build up as to why this character was screaming and the aftermath of his suicide.The most effective moment of this performance I though was when Eliot, who played the main character, walked up to each other member of the group in turn and we all just turned our backs on him. This was typic of his life, nobody being there for him, nobody appreciating him and everyone turning their back on him. For this piece our group worked well together, all of our ideas made up a good all round performance, when we put all the different sections of the performance together to perform it, it worked well.The idea I contributed to the piece was to return the flashbacks in a what if situation, the characters on finding out about Eliots death were all deeply sorry and ashamed of the way they behaved towards him. Showing these what if flashbacks I think represented their own thoughts and was effective in the performance. What we could have improved in this piece was the beginning sequence of Eliot doing the scream pose.I think this could have been shown in a more symbolic way as it is symbolic in itself the character wouldnt have screamed like that in a train carriage but it represented the way he felt and linked it to the painting we used as our stimulus. We could have shown it somehow to be in the characters head, his thoughts circling him screaming as he was only screaming inside, until he started to shout at passengers. The conventions we used within this piece were slow and fast motion, freeze frame, flash back, mime and also used music at the beginning of the performance.I think they all added to the performance, the slow and fast motion helped the audience see who the focal character was and also represented the way the world is going so fast around you. We used the freeze frame when Eliot did his scream pose, this worked effectively because it linked the piece back to our stimulus, the scream painting. It showed how the character in our performance was feeling the same, if not was the person in the painting. The flash backs we used helped show the reasons and build up to why this person is screaming, it made the audience understand what has lead him to this and why he ended up committing suicide.The what if flash backs, with some details changed, showed the way the people were thinking, how if they might have behaved differently towards him then he may not have ended up walking off the bridge. Other conventions we could have added were thought tracking, we could have used this on the main character who does the scream pose. This could have given the play more depth and emotion, it would have helped inform the audience more of what he was thinking and what was going through his mind. The third piece of practical wok we worked on was the childhood scenes.This is where we came up with 6 childhood memories and made a scene or imagery out of them, then w e repeated those scenes but with a few details changed so that they were tainted memories, we then showed a scene of some of the characters from the childhood scenes in adult life and flashed back to when they were younger. The 6 childhood memories we worked on were a nativity play, playing in the school playground, playing on a bouncy castle, learning to ride a bike, writing letters to Santa and telling scary stories at a sleep over.I think the most effective moment of this piece was when we flashed back from the adult scene to when they were younger, this showed how the tainted memory had affected that child in adult life and also that all the characters have the same characteristics now they are older when they did when they had stood on stage in a nativity play as very young children. It also worked well as we stood in the same positions and the only change from the adult scene and the flashback was our sudden childish behaviour.For this performance our group worked very well, w e had many scenes to put together and when we did it all flowed nicely. Ideas I contributed to this piece was to have the thought tracking of the adults when they were waiting to go on stage, I think it was effective because this showed what they were thinking and how it related to their character when they were children. Ideas we could have improved to make the performance better was to make the way the scenes had been tainted more obvious.It wasnt too clear to the audience how the scene had been tainted when it was repeated. The conventions we used throughout this piece of drama were flash backs, freeze frame, repetition and thought tracking. These conventions worked effectively in the performance we used the flashback when we went from the adult scene to the nativity play scene. This worked well as it showed the similarities between the adults and the children, also we stayed in the same positions so it was only clear that we had flashed back by our change to acting like children .The freeze frame helped separate each of the childhood scenes and I think gave the scenes the effect of being in someones memory, freezing the scene, then moving to the next one. The repetition showed how a childhood memory could easily be tainted it showed the difference between someones happy childhood memory and someones bad childhood memory. The thought tracking of the adults waiting on stage worked well as it informed the audience what they were thinking and how it related to their character when they were younger.Conventions we could have added to improve our piece of drama could be more thought tracking, in the childhood scenes we only knew how the children felt by the way they acted, perhaps if we included some thought tracking for the children it would show how they were feeling in their happy memory and then in their tainted memory. The final piece of drama we did was our final performance, about rape. We showed the life of our character, Katie, in a what if scenario, wha t her life would be like if she had been raped and if she hadnt. We showed these two different lives alongside each other.The most effective moment of this piece, I think, was showing her boyfriend propose to Katie twice, the one who did get raped and the one who didnt. This showed the contrast between the two and the effect of being raped. For this performance our group worked well together and we all had good ideas that contributed to our final piece. We all listened to what each other had to say and were all happy with the final performance we came up with. Ideas that I added to this piece were to repeat the beginning scene with the first Katie and Eliot walking towards each other, at the end, with the second Katie.This was to show that even if she hadnt taken a detour home she would have got raped anyway so you shouldnt go through life thinking, what if Id done something differently? It also wrapped up the piece and was a good ending. Another idea I added was to have the narrat ors introduce Katie and Eliot at the beginning of the piece, this worked well because it showed how Katie was a normal, bubbly girl and that rape could happen to anyone. It also introduced Eliot as a typical lad which similarly shows how anyone could be a rapist.We could have improved this piece by making it easier to understand, maybe by making it slightly simpler. It was a very complicated story line and is difficult to show the life of the same person with two different people, which may have made it more complicated for the audience. The conventions we used in this piece were freeze frames, narration, thought tracking and cross cutting. They were all very effective in the way we used them. We used a freeze frame in nearly every scene, when a character clicked their fingers.This is where the characters had a chance to either narrate or we included thought tracking of the characters here. We used narration to introduce the characters, describe their personality and also inform the audience of what was happening through the story, we used the narration during a freeze frame. This was effective because the audience could not only listen to the narrator but see a still image on stage behind. The thought tracking, we included when we used a freeze frame, this portrayed the feelings and thoughts of the character to the audience at various parts of the story.We used cross cutting when we cut from one Katies life to the other, this was a major part of the story, which helped show the two lives side by side. This was very effective as it could show the audience the different lives Katie would lead, if she had been raped and if she hadnt been raped. Other conventions we could have added into the piece would be maybe a flash back into the rapists past. This could have given the performance more depth and perhaps reason as to why someone would end up doing such a thing, it would have explained to the audience what type of person ended up become a rapist.