Hitchcocks Psycho Essay Example

Hitchcocks Psycho Essay I have selected Hitchcocks Psycho for the topic of my mid-term. I have always been partial to thriller and suspense films, yet strangely I had only seen Psycho once, and that was nearly 20 years ago. While I respected what I knew of Hitchcocks work, enrollment in this class is what really piqued my interest. Certainly it was time to revisit this classic film, now with some background knowledge to help me analyze and critique it.After one viewing, even with my sparse knowledge of film composition, I believe that this film lives up to every expectation I had. It is fairly common knowledge that this film was a defining moment in cinematic history, and it was amazing to take a close look and try to analyze why. This film is brilliant on so many levels, from the use of lighting, camera angles, editing, and certainly musical accompaniment. Upon multiple viewings, I examined each scene and am amazed at how structured this movie is. This movie manipulated the viewer on several levels from s uggesting confusion through odd lighting and angles, to creating disorientation through editing and dramatic music, to creating the transference of the audience from one supposed main character to another through subtle nuances and suspenseful scenes. I could easily go scene by scene, commenting on every technique used, but I have narrowed it down to what I believe are eight defining scenes in this film. The techniques presented are indeed used throughout the film to guide the viewer.The film opens with some very busy, intense, choppy graphics for the opening credits which combine with the now-famous string arrangement as accompanying music, intended to induce a sense of anxiousness in the viewer, an uneasy feel and anticipation of things to come. The lines criss-crossing the screen as the credits flash may indeed represent the underlying themes of the film, including but not limited to the struggle of good vs. evil and the dual personalities of the films main characters. Immediatel y, the credits end, the music turns calm, and the establishing shot fills the screen.Panning over the city and zooming into a hotel room voyeuristically, the viewer is introduced to Marion Crane. The scenes to follow induce further attachment to Marion by the viewer, and give glimpses of her pure nature (her white under-garments, the bright lighting in her scenes, and close-up shots to establish intimacy). When Marion makes the decision to take the money, she is shown in a different light and the viewer glimpses her dark side. While packing in her room, she is now shown in black underwear, symbolizing her dark, bad-girl side, and the use of editing makes the viewer identify with her. Cuts back and forth from her to the money on the bed give clear insight to her inner-struggles, and the mirror reflections suggest a dark alter ego. This opening sequence establishes the tone for the viewer, and gives them every reason to believe Marion is the central character, as well as making it eas y to identify with her as a good person who has been tempted to do a bad thing. Hitchcock set this up carefully, and use of voice-overs to display her inner-thoughts and worries solidify the tone.After this deliberate opening set-up, the first defining scene, for me, was as Marion was driving, getting tired, and the storm began. The use of cutting from her tired gaze to the oncoming headlights combined with the erratic music gave a sense of desperation to her flight from town. As the storm worsens, the close ups of Marion couple with the obstructed view of the road heighten the viewers anxiety. Finally the music ceases and nothing is heard but the rain and the wiper blades on the car (a similar sound will be heard later), and the viewer is on edge as if something might jump out or happen to Marion. Instead, she pulls into the motel parking lot and for the moment we are relieved that shes all right.The shot cuts to a low angle shot of the house, with the dominant bedroom window and d ark, shadowed surroundings, and suddenly the viewer is uneasy again. This sequence establishes the use of darkness and contrast to suggest the overall mood, one that tells the viewer something bad might happen. We are then introduced to Norman, who eases the mood a bit with his friendly nature and boyish good looks. As the film progresses, we see some sexual tension arising between Norman and Marion, although the proximity is not close, this is suggested by editing and nervousness in Norman. Soon, after some friendly small-talk, he invites her to his parlor for dinner.Upon appearing with the dinner tray, Norman is seen from front and 3/4 angles, inviting the viewer to identify with and trust him. Softer music plays near the beginning of the scene, suggesting calmness and bonding between them. As they enter the parlor, we see stuffed birds on the wall and a dark, shadowed room, enhancing the suddenly-eerie feel. The cuts between Norman and Marion during their conversation and the cam era angles perfectly display their personas; Marion is shown from eye level, straight on, and in bright light, while Norman is filmed at low angles with shadows covering part of his face. This gives the feel that he is, perhaps, only half himself and the skewed angles, profile shots and swooping birds symbolize his predator-like nature and confused state. When the topic turns to Mother, Norman is visibly upset, further supported by the low camera angles, and him leaning into the shot when he is upset or losing control, yet sitting back calmly during other parts of the dialog, seeming non-threatening. This scene tells the story by camera angles, lighting, and edits; one does not need to hear the dialog or score to understand the tone being set. As Marion leaves and gives her real name, Norman is shown glancing at the registry. Chuckling to himself that she lied, perhaps he sees her as a bad girl now, which leads to the next sequence.The sexual tension between the two was established earlier and after the parlor exchange, and the viewer is aware of Norman apparently fighting some inner demons. This is further exhibited in the peeping scene. The dark shadows on Norman enhance his predator-like state as he begins to peep into Marions cabin. Through point-of-view shots we see Marion in bright light undressing (still in dark underwear, suggesting her bad side), preparing for her shower, symbolizing coming clean. Cuts between Marions calm state, and Normans unblinking eye make the viewer feel a sense of guilt. We should not be spying on Marion, yet the point-of-view shots make it uncomfortably impossible not to.As we enter Marions bathroom, it is brightly lit, suggestion a clean, safe place. Bad things typically happen in the dark, and the bright light reassures the viewer. Cuts between shots of the water and Marion cleansing herself, both literally and symbolically, give a sense of relief to the viewer. We are relieved that Marion is going to do the right thingthat we werent identifying with a villain after all. In what turns out to be an anticipatory set up, we see Marion with her back toward the bathroom door, as someone enters the bathroom in the empty left side of the frame. Silent suspense builds as the viewer sees Marion, brightly lit and unaware, and the shadowed intruder sneaking toward the shower. Suddenly the curtain is ripped back, and we see a large knife plunging toward us, the viewer, as the screeching music begins. The montage of cuts on action, from Marion, to the shadowed figure, to a close-up on Marion (the face of fear, her scream), the knife, and sounds of water and stabbing flesh make for a frightening, disorienting, disturbing sequence. The quick edits are all over the place-close-ups, high angles, back to the knife, abstract close-ups (the hand, the side of Marions head) and although you never see an actual wound, this scene is still one of the most powerful murder scenes to this day. When the assault ends, the music fad es, and we see Marion dying, with nothing but the sound of the shower running. We see blood swirling down the drain, literally taking her life with it, then cut to the stillness of her eye as the camera zooms out to display the scene, giving the viewer a moment to ponder the intensity of what they just witnessed.The sequences following the shower scene are orchestrated in such a way that the viewer is tricked into identifying with Norman. We see his horror at discovering the scene, we almost hope for him to find the money, and when the scene cuts on continuity to the car being pushed into the swamp, we are just as nervous as Norman is when it stops sinking. We feel for him when we hear the way Mother yells at him. Not an easy task, but Hitchcock pulls it off perfectly; the shift of main characters is seamless. When Arbogast shows up at the Bates Motel to question Norman, the viewer is given more insight into just how disturbed Norman is. The scene between them in the office perfectl y demonstrates the increasing confusion and inner-struggle for Norman. He is shot from alternating low and high angles, and shown from strange angles to illustrate how nervous he is (the strange shot toward his chin/throat showing him nervously eating candy). The editing, lighting, and angles show the viewer that Norman is descending into madness.When Arbogast decides to talk to Mother, his entrance to the house is quite suspenseful. We have seen Norman disappear into the shadows near the motel, then we see the house, again with the window as dominant, and cuts on action show his ascent with close-ups so that we begin to identify with this character. The scene ascending the staircase is interesting, as Arbogast never gets closer to the camera, though the background clearly gets further, an interesting and eerie effect. The scene cuts to an anticipatory set up, cutting from the door cracking open, then focusing at the top of the staircase in an overhead shot (birds eye view) as if wa iting for Arbogast to reach the top. As we find out, we were also waiting for Mother to enter the scene from the right, and the quick entrance takes the viewer off-guard. Upon the first wound, again the action cuts to the victims face, though not the extreme close-ups we saw in the shower scene with Marion. We have not grown that close to this character, so a close-up will suffice. He falls down the stairs much as he climbed, not getting further from our view but the floor is fast approaching. This adds to the disoriented feel of the scene. Again, of course, Mother is completely in the shadows and we are shown only glimpses such as cuts to her wig, the knife, and her back.There are several dissolves and fades in and out of scenes, and the next major occurrence is from Sam and Lila back to Norman, sitting in the dark of the motel office. We see him head back to the house, and what follows is a very powerful scene based almost purely on dialog. The camera pauses for a long shot up the staircase toward Mothers bedroom and we hear Mother and Norman arguing. The camera slowly zooms, intensifying the argument, then takes a very strange pan/tilt to an overhead shot of the door and staircase landing. We wait, and finally Norman emerges with Mother in his arms, leaving the viewer surprised and slightly confused as it was recently disclosed in a previous scene that Normans mother died 10 years before.In the scenes following, the viewer encounters point-of-view shots (Lilas approach to the house), parallel editing (Lila nearing the house and Sam/Normans conversation), and dramatic lighting when Lila finds Mother in the fruit cellar. The swinging light bulb adds to the eerie tone, creating strange shadows and a confused, unsettling feeling. As she screams, the now-familiar screeching music commences at the climax of the scene. When knife-wielding Mother appears, we are certain that Lila will be the next victim, as weve been conditioned by this music that it signifies murd er. But, instead, we find that it is Norman and he is tackled to the ground, seemingly over the edge now. The scene dissolves to the Court House scene and the viewer is informed about exactly what they just witnessed. The final scene shows a disturbed Norman, with a voice over monologue by Mother, and finally dissolves with Mothers face/skeleton super-imposed on Normans evil grin, a symbol that the two personalities are now permanently one.

Creating a Homework Policy With Meaning and Purpose

Creating a Homework Policy With Meaning and Purpose We have all had time-consuming, monotonous, meaningless homework assigned to us at some point in our life. These assignments often lead to frustration and boredom and students learn virtually nothing from them. Teachers and schools must reevaluate how and why they assign homework to their students. Any assigned homework should have a purpose. Assigning homework with a purpose means that through completing the assignment, the student will be able to obtain new knowledge, a new skill, or have a new experience that they may not otherwise have. Homework should not consist of a rudimentary task that is being assigned simply for the sake of assigning something. Homework should be meaningful. It should be viewed as an opportunity to allow students to make real-life connections to the content that they are learning in the classroom. It should be given only as an opportunity to help increase their content knowledge in an area. Differentiate Learning for All Students Furthermore, teachers can utilize homework as an opportunity to differentiate learning for all students. Homework should rarely be given with a blanket one size fits all approach. Homework provides teachers with a significant opportunity to meet each student where they are and truly extend learning. A teacher can give their higher-level students more challenging assignments while also filling gaps for those students who may have fallen behind. Teachers who use homework as an opportunity to differentiate we not only see increased growth in their students, but they will also find they have more time in class to dedicate to whole group instruction. See Student Participation Increase Creating authentic and differentiated homework assignments can take more time for teachers to put together. As often is the case, extra effort is rewarded. Teachers who assign meaningful, differentiated, connected homework assignments not only see student participation increase, they also see an increase in student engagement. These rewards are worth the extra investment in time needed to construct these types of assignments. Schools must recognize the value in this approach. They should provide their teachers with professional development that gives them the tools to be successful in transitioning to assign homework that is differentiated with meaning and purpose. A schools homework policy should reflect this philosophy; ultimately guiding teachers to give their students reasonable, meaningful, purposeful homework assignments. Sample School Homework Policy Homework is defined as the time students spend outside the classroom in assigned learning activities. Anywhere Schools believes the purpose of homework should be to practice, reinforce, or apply acquired skills and knowledge. We also believe as research supports that moderate assignments completed and done well are more effective than lengthy or difficult ones done poorly. Homework serves to develop regular study skills and the ability to complete assignments independently. Anywhere Schools further believes completing homework is the responsibility of the student, and as students mature they are more able to work independently. Therefore, parents play a supportive role in monitoring completion of assignments, encouraging students’ efforts and providing a conducive environment for learning. Individualized Instruction Homework is an opportunity for teachers to provide individualized instruction geared specifically to an individual student. Anywhere Schools embraces the idea that each student is different and as such, each student has their own individual needs. We see homework as an opportunity to tailor lessons specifically for an individual student meeting them where they are and bringing them to where we want them to be.   Homework contributes toward building responsibility, self-discipline, and lifelong learning habits. It is the intention of the Anywhere School staff to assign relevant, challenging, meaningful, and purposeful homework assignments that reinforce classroom learning objectives. Homework should provide students with the opportunity to apply and extend the information they have learned complete unfinished class assignments, and develop independence. The actual time required to complete assignments will vary with each student’s study habits, academic skills, and selected course load. If your child is spending an inordinate amount of time doing homework, you should contact your child’s teachers.

Meeting with an advisor Article Example | Topics and Well Written Essays - 250 words

Meeting with an advisor - Article Example I now know that I am not the kind of person who can multi-task between a job and class work and have decided to devote all my time & energy towards my education. The second reason for my low GPA is because I was confused between the choice of majoring my studies in Management or Human Resources. My initial choice was HR but now I think my interest is more in Management than HR; this confusion has been responsible for my deteriorating performance. In the meeting with the MHR advisor I had the opportunity to explain my case personally and outline the measures I going take to improve my GPA going forward. I also had the opportunity of having his ear and opinion following my explanation of the issue. The MHR offered very valuable opinion and advice to me with regard to my situation which greatly influenced my final decision to choose Management as my major. The meeting with an MHR advisor was therefore a very valuable

Youth Homelessness in Hawaii Essay Example | Topics and Well Written Essays - 2000 words

Youth Homelessness in Hawaii - Essay Example This paper has addressed homelessness amongst the youth in Hawaii, from various angles. The paper starts with an introduction to the issue, then looking down the historical perspective of homelessness in the United States. This is then followed by a narrowed down approach to homelessness among youths in Hawaii. The causes and the impacts as well as the demographics of the issue have been discussed. The paper ends with an insight into the social manner in which this issue can be approached. In this regard, the arenas of social policies have been visited, that is macro, mezzo and micro methods into intervening homelessness. Introduction According to the United Nations and the Conference for European Statisticians (CES) (2009), homelessness can be categorized broadly into two categories; Primary homelessness; this is also referred to as rooflessness. This refers to the group of people who live in the streets without any shelter that would qualify for a living quarter (United Nations, 20 09). Secondary homelessness; these are people who have no usual residence are usually hopping between various types of accommodation that would cater for them such as homeless institutions. The category also includes those who are in various private aboard but cannot quote a usual address during census (United Nations, 2009). Homelessness, can thus, according to the above two approaches, be defined as the condition of lacking a regular dwelling. Legal definitions of this term are very broad and vary from country to country. Various conditions lead to homelessness with the condition proliferating in the mid 80s due to strenuous economic conditions. Most countries, however, have put in place various measures to cater for the homeless. This is mainly and in form of provision of basic life commodities as food, clothing and shelter. This is done by community-based organizations through volunteers or through government agencies. According to Basuk & Rosenberg (1988), homelessness was a pr evalent issue in The United States in the 80s. In their article, they acknowledged presence of about a third of the homeless living in America. Despite these alarming figures, little was known in terms of the causes of the situation, consequences, and the antecedents of the problem. According to research, there are so many conditions being faced by the homeless that are still unmet. This paper focuses on homelessness in Hawaii. The paper will focus on the effects of the situation, demographics, economic trends, effects on families, and other related effects, and the social concern at various levels. Homelessness in Hawaii There has been a large increase in the number of homeless youth in Hawaii. The issue has trickled to Honolulu, a major city in tourism. The increase in the number of homeless people in Hawaii has led to a major outcry from concerned groups such as the church, public service, leaders of the community and the general public. Incidentally, the issue of homeless people in Hawaii is slowly becoming a public issue considering the high rates of publicity that its facing. Such continual cycles of homelessness within the youth in Hawaii is leading to deteriorating behaviors and a rise in crimes. It is a behavior that inflicts on youth in such a manner that one may find some running away from their homes due to the various problems. There are more detrimental effects of homelessness to the community such as increase in insecurity, and poor health and sanitation. It is a common factor to see homeless youth living in sewer lines (Kidd, 2006). Social personnel have the liability of abating this situation through looking into various solutions such as safe housing, access to health care, and maybe try to unite some of the homeless with their families, where

How a project manager may resolve some of the major potential Essay

How a project manager may resolve some of the major potential challenges involved in the initial stages of the of the project from a socio-organizational perspective critically evaluate the above question - Essay Example All of these four above cases are examples of project management. Without any doubts, in today’s ruthless, competitive, and fast-paced corporate world, project management is surrounding us from all possible directions. In fact, the concept of managing projects, plans, ventures, and events has been there on the scene since centuries. The Hanging Garden of Babylon, the Pyramids of Egypt, the Taj Mahal of Agra, the Great Wall of China, and others are all examples of great project management since these projects are examples of efficient work by the managers of that time, considering all their constraints (Heerkens, pp. 20-28, 2007). However, for the past few decades project management has strongly evolved as a prominent subject and has acquired its place as literature in philosophy. Experts differ in the definition as they have diverse opinions on many subjects. Yet after combining those definitions, it would not be wrong to say, â€Å"Project management is the application of skills, techniques, and tools to enable activities to attain project requirements. Project management is achieved through integration and application of project management practices of initiating, planning, executing, monitoring and controlling and closing† (Portny, Portny, Mantel Jr., Meredith, Kramer, & Sutton, pp. 9-45, 2007). Considering this description in mind, as said earlier, projects, project managers, and projects management is everywhere, surrounding us from all possible directions. Every software engineer, mechanical engineer, Research and Development Manager, financial expert, planning manager or other, who is in middle of coming up with a new product is also facing the elements of project management in some way or the other. Gone are the days when jobs were simple, straightforward, and repetitive. The competition is just getting tougher and tougher by every day and organizations are hungry for new ways to assure their survival. History speaks that change

Contrast The Representation Of Friday In Foe And Robinson Crusoe English Literature Essay

Contrast The Representation Of Friday In Foe And Robinson Crusoe English Literature Essay According to G Scott Bishop, it is important to read post-colonial literature in English, and see the reactions to the discussion of colonialism held by the English, as they reflect the way our historical actions created the world. Taking the plot of the father of the novel (Judith Hawley, spoken, 7th October 2010), and a novel focussed around colonialism, Robinson Crusoe, the post-colonial Foe deconstructs it to expose the lies and injustices that are seen in Robinson Crusoe, but never challenged. The change in cultural norms, from Britain in 1719 to South Africa in 1986 has been vast, and the challenging differences between the two novels purported to tell the same story is shocking. The central point of these differences is not, as some would suggest, Susan Barton, the interloper character, and female narrator, but more Friday, a character who is the same across the books, and yet incredibly different. Defoe used Friday to explore themes of religion, slavery and subjugation, all o f which were supposed to a natural state of being at that time in history, and Coetzee uses him to explore more strongly themes of slavery, black identity, and the voice of the oppressed. In neither book is Friday left simply to be a character, he is instead always used as a device through which the reader can explore other topics. Your master says the slavers cut [your tongue] out; but I have never heard of such a practiceà ¢Ã¢â€š ¬Ã‚ ¦ Is it the truth that your master cut it out himself and blamed the slavers? (Coetzee, J.M, Foe.) The fact that this question is never answered, and that all attempts to force Friday to communicate fail drastically leave the reader wondering whether the slavers that captured Friday removed his tongue, or whether that was done by the colonialist Cruso, who felt there was no need of a great stock of words, (Coetzee, J.M, Foe). This contrasts vastly with Defoes Crusoe, who said I began to keep my journal; of which I shall here give you the copy (though in it will be told all these particulars over again) as long as it lasted; for having no more ink, I was forced to leave it off. This implies clearly that Defoes Crusoe gave a lot more care and interest to language than Coetzees Cruso. Defoes Crusoe, much as he appreciated journaling in his own language whilst alone, also took pleasure in teaching Friday to speak, In a little time I began to speak to him; and teach him to speak to meà ¢Ã¢â€š ¬Ã‚ ¦ I likewise taught him to say Master; and then let him know that was to be my name: I likewise taught him to say Yes and No and to know the meaning of them. Defoes Crusoe was certainly concerned with language, but never investigated the language that was Fridays own, erasing Fridays history by naming him, and teaching him English. In this way, he could only voice the thoughts that Crusoe had given him language to speak. This was challenged by the voiceless Friday in Coetzees work, a character who literally couldnt speak. In this, it could be argued that Coetzee was asserting that it was not his right to give voice to an oppressed black character, and let Friday stand for the victims of apartheid and slavery, where Defoe (due to the beliefs of society at his time) believed that it was right and natural for Crusoe to claim the position of Master to Friday, and to speak for him. Hearing the voice of the ethnic minorities in both Foe and Robinson Crusoe is important, but so is acknowledging their different racial identities. Friday in Foes work, in standing for the victims of apartheid and slavery, is a black African character he was black, negro, with a head of fuzzy wool (Coetzees Foe), whereas Crusoes Friday, not standing for those causes, is portrayed as being an anglicised version of a Caribbean man, who had all the sweetness and softness of a European in his countenance. This implies that Friday was somehow better than the average Caribbean tribesman by dint of looking somewhat European, but at the same time, the first language Crusoe taught him was that he was his master. He was an improvement on the average savage, since his appearance was somewhat European, but still his race left him to be the natural servant of Crusoe. This Friday is very much a dramatic device used to portray Crusoes development as a religious man; [Crusoe] began to instruct him [ Friday] in the knowledge of the true God. This allowed Defoe to expand on Crusoes earlier mentions of religion, in his conversion, and in the hegemony of the time, caused Crusoe to be seen as a good and moral character, who treated his slave well, and brought him up to be religious (McInelly Colonialism, the novel and Robinson Crusoe). In Coetzees work, Friday is allowed to be sullen and unpleasant, easy to see, but hard to like, he is created to be the embodiment of all the oppression experienced by a racial group, to only be able to take in, never to give out ideas or understanding, to be central to a story he can have no part in. The silence of Coetzees Friday could also be said to reflect the reader, who, like Friday can only react and respond to situations. Katherine Wagner however argues against this, saying that criticism and silence are mutually exclusive terms. Coetzees Friday can only be silenced, but Defoes Friday has no room to criticise, and no part in making decisions for Crusoe, because in that time, a slave wouldnt have that option at all, Coetzees Friday can take no part, being unable to speak. His isolation and treatment as second class is made far more visible by his disability, a device Coetzee used to avoid speaking the black voice, as a privileged white man, whilst still drawing attention to the plight of slaves. Crusoe, Cruso and Barton were all seen to treat Friday very differently, but all see him as a possession in their own way. Crusoe did this most blatantly, in claiming, naming Friday and instructing him to call him Master, with Defoes Friday being portrayed as making signs of subjection, servitude, and submission to Crusoe without even any bidding. This added to the moral message of Robinson Crusoe, because it showed the savage being tamed, and later taught religion. This contrasts strongly with the Cruso created by Coetzee, who was sullen (J M Coetzee, Foe) in his service, who obeyed Cruso, but did not have the childish excitement or comically expressed pidgin (Chris Boignes, Lost in a maze of doubtin) portrayed in places by Defoe. Barton also claimed him, despite trying to treat him as an individual if Friday is not mine to set free, whose is he (J M Coetzee, Foe), and on some level saw him clearly as her property, forgetting that maybe it was not her right to set him free either. ( Chris Boignes, Lost in a maze of doubtin). The representation of Friday in these two texts is vastly different, and one could hardly believe that the two were in fact the same character. With different histories, and different personalities, in fact all both have in common is playing the role of the non-white slave in the text, to serve a literary purpose, in both reflecting the views of wider society towards non-white people, and in showing the development of other characters. This is not to say that either Friday was one-dimensional, in particular Coetzees Friday was multi-dimensional and complex, but more that despite the character complexity, despite his being resistant to being interpreted (Bishop C Scott, J. M. Coetzees Foe), and how central they were, both were created to serve only a purpose. 1. Bishop, C. Scott. J. M. Coetzees Foe. World Literature Today 64.1 (1990): 54. Print. http://www.jstor.org/sici?origin=sfx:sfxsici=0196-3570(1990)64:1%3C54:JMC%22%3E2.0.CO;2-H 2. Wagner, KM. Dichter and Dichtung + Foe by Coetzee, John Susan Barton and the truth of autobiography. English studies in Africa 32.1 (1989): 1-11. Print. http://pao.chadwyck.co.uk/articles/displayItem.do?QueryType=articlesResultsID=12B06460CF2F1F413filterSequence=0ItemNumber=1journalID=4273 3. Joanna Scott. Voice and trajectory: An interview with J. M. Coetzee Salmagundi.114/115 (1997): 82.22. Print.  Ã‚  Ã‚   http://lion.chadwyck.co.uk/searchFulltext.do?id=R01511343divLevel=0area=abellforward=critref_ft 4. Bongie, Chris. Lost in the Maze of Doubtin: J. M. Coetzees Foe and the Politics of (Un)Likeness. Modern Fiction Studies 39.2 (1993): 261-0. Print. http://pao.chadwyck.co.uk/PDF/1286892456412.pdf 5. Brett C McInelly. Expanding Empires, Expanding Selves: Colonialism, the Novel, and Robinson Crusoe. Studies in the Novel 35.1 (2003): 1. Print.   http://lion.chadwyck.co.uk/searchFulltext.do?id=R01665469divLevel=0area=abellforward=critref_ft 6. Cohen, D. Fashioning Friday (Robinson Crusoe). Queens Quarterly 115.1 (2008): 9-11. Print.   http://www.highbeam.com/doc/1G1-179351988.html 7. Wheeler, Roxann. My Savage, My Man: Racial Multiplicity in Robinson Crusoe. ELH 62.4 (1995): 821. Print.  Ã‚  Ã‚   http://www.jstor.org/sici?origin=sfx:sfxsici=0013-8304(1995)62:4%3C821:SMRM%3E2.0.CO;2-Q 8. Ritchie, DE. Robinson Crusoe as Narrative Theologian. Renascence essays on values in literature 49.2 (1997): 94-17. Print. http://find.galegroup.com/shax/retrieve.do?contentSet=IAC-DocumentsresultListType=RESULT_LISTqrySerId=Locale(en,,):FQE%3D(tx,None,39)robinson+crusoe+as+narrative+theologian$sgHitCountType=NoneinPS=truesort=DateDescendsearchType=AdvancedSearchFormtabID=T013prodId=SHAXsearchId=R1currentPosition=1userGroupName=rho_ttdadocId=A19983243docType= 9. Donoghue, Frank. Inevitable Politics: Rulership and Identity in Robinson Crusoe. Studies in the Novel 27.1 (1995): 1-0. Print http://lion.chadwyck.co.uk/searchFulltext.do?id=R01532799divLevel=0area=abellforward=critref_ft 10. Ngugi Wa Thiongo. The language of African literature. Decolonising the Mind. London / Portsmouth N.H James Currey / Heinemann 1986 11. Judith Hawley Robinson Crusoe (University Lecture) 7th October 2010

Visual Form Agnosia Essays -- Medical Research

Visual form agnosia is defined as the inability to recognize objects (Goldstein, 2010). To understand the basic concept of visual form agnosia, it is important to first understand that perception and recognition are separate processes. Perception is defined as the ability to become aware of something through our senses, and recognition is the ability to put an object in a group that gives the item meaning. When a person suffers from visual form agnosia, they are generally able to identify the item and distinguish parts of it, but are not able to perceptually accumulate every piece of the item in order to identify the item as complete (Goldstein, 2010). The following is a review of studies concerning the different aspects, theories, and characteristics in visual form agnosia. The brain is divided into two visual streams, the ventral and the dorsal stream. Goodale and Milner (1998) have suggested that the ventral stream is dedicated to processing vision for perception, and the dorsal stream for vision and action. On the other hand, there is a possibility that the processes in the visuomotor stream can provoke perceptual processes. The propose of the visuomotor stream is that it provides signals, which enhances the person’s ability to distinguish the form of the object. This study illustrated that stimulated perceptual development vanishes if the intended objects only have a difference in respect to their shape, but not width (Goodale & Milner, 1998). Emphasis has been placed on the disconnection of the dorsal and ventral streams, but there are also many associations between them, and the state of successful integration of their ‘complementary contributions’ can help humans with goal-directed adapted behavior (Goodale & Servos, ... ... Goodale, M.A., & Servos, P. (1995). Preserved visual imagery in visual form agnosia. Neuropsychologia, 33 (11), p. 1383-1394. Goldstein, E.B. (2010). Sensation and perception: Eighth edition. California: Linda Schreiber. McIntosh, R.D., Milner, A.D., Mon-Williams, M., & Tresilian, J.R. (2001). Monocular and binocular distance cues: Insights from visual form agnosia I (of III). Exp Brain Res, 139, p. 127-136 Milner, A. D., & Schenk, T. (2006). Concurrent visuomotor behaviour improves form discrimination in a patient with visual form agnosia. European journal of neuroscience, 24 (5), p. 1495-1503. Vercera, S.P. (2001). Dissociating ‘what’ and ‘how’ in visual form agnosia: A computational investigation. Nueropsychologia, 40, p. 187-204. Weiskrantz, L. (1997). Consciousness lost and found: A neuropsychological exploration. Oxford University Press, p. 294

Critical Study †Othello †Jealousy Essay Question Essay

Jealousy is explored in the song Jealousy by 702 in numerous ways. The two obvious ways are, one the title and the repetition of jealousy in the chorus and in the verses. Jealousy is defined by the Macquarie Dictionary as – resentment against a successful rival or the possessor of any coveted advantage. In this song the jealousy stems from women who envy the singer of her success in finding a partner. The singer believes the women want to be her as is continually repeated in the chorus – ‘THEY’RE JUST WISHING THEY COULD BE ME.’ This is further empathized throughout the song by the entire song being capitalized. Jealousy is further explored in the proceeding verses. Notably in the third verse – ‘TRYING TO TURN ME AGAINST YOU.’ In Othello the theme jealously is widely explored by two key main characters – Iago and Othello. Iago even admits ‘†¦and oft my jealousy,’ Act 3, Scene 3 – 148. Othello never openly admits to his own and even in his last speech he says ‘†¦one not easily jealous.’ Act 5, Scene 2 – 344-7. Jealousy is shown in the play Othello as a sickness and is often referred to as a ‘green eyed monster,’ Act 3, Scene 3 – 168. The jealously comes from numerous areas – the want for power – ‘I follow him to serve my turn upon him,’ Act 1, Scene 1 – 42, the concept that a white man should be above a black man, cuckolding – ‘I will chop her into messes. Cuckold me!’ Act 4, Scene 1 – 188, homosexuality and envy. Othello by Shakespeare is similar to the song Jealousy by 702 in several ways. Both explore the theme of jealousy especially that of envy. The song Jealousy through the women wanting to be the singer and in Othello Iago wanting to be Othello. Even the jealously Iago has towards Othello about him having Desdemona as a wife is explored in Jealousy through the lines – ‘THEY SAY YOUR BAD FOR ME. THEY SAY YOUR NO GOOD.’ In addition to this Iago’s wanting to be Othello – ‘THEY’RE JUST WISHING THEY COULD BE ME.’ Even down to the way that Othello believes Desdemona has cuckolded him and deems her untrustworthy – ‘JUST CAN’T BE TRUSTING THESE CHICKS THEY’RE SO QUICK TO BACKSTAB YOU.’ The text Othello and the song Jealousy are related in countless ways and both explore the theme of jealousy to an immense depth.

Free Essays on Author Studies Using Websites

I began the assignment by clicking on Resources for K-12 Teacher’s Literature on the resources for Teachers web page. After browsing through a couple of sights, the Children’s Literature Web Guide seemed to have a few useful links. Here I found Bantam Doubleday Dell Teacher’s Center most helpful. I also browsed through the Children’s Literature Association of Utah web site. It too had many useful links like the Newbery Medal Home Page, Caldecott Medal Home Page, Reading Corner, Book Lists of Children’s Literature, 101 Out of this World books for Kids Ages 8 – 13, Amazon Books, and Powell’s Books. Many of these sights listed the age level and a short synopsis of the book. Looking at the Do’s and Don’ts site found on the first web page, I discovered Jim Trelease’s Book Lists. It had many of the above sites plus more useful information. Finally, the Doucette Index - K-12 Literarture Based Teaching Index was ver y useful in finding out more information about a particular book. I chose the books for my book list in a variety of ways. I started with authors that were familiar to my students and myself, like Beverly Cleary and E. B. White. Some books just caught my interest like It’s All Greek To Me by Jon Scieszka since all my students are of Greek decent. Of course I wanted a few award winning books so my students could see examples of excellent story telling. After reading these books I plan to have the students discuss the reasons they think the book won the award and express their opinions on whether or not the book should have received the award. I also selected books by themes like â€Å"chocolate† or â€Å"adjusting to third grade.† I choose a few books because their setting is one of the countries the third grade studies in social studies. Some books were selected because they are a part of a series. If they liked the first book, hopefully they will want to read more of the series! Since the ch... Free Essays on Author Studies Using Websites Free Essays on Author Studies Using Websites I began the assignment by clicking on Resources for K-12 Teacher’s Literature on the resources for Teachers web page. After browsing through a couple of sights, the Children’s Literature Web Guide seemed to have a few useful links. Here I found Bantam Doubleday Dell Teacher’s Center most helpful. I also browsed through the Children’s Literature Association of Utah web site. It too had many useful links like the Newbery Medal Home Page, Caldecott Medal Home Page, Reading Corner, Book Lists of Children’s Literature, 101 Out of this World books for Kids Ages 8 – 13, Amazon Books, and Powell’s Books. Many of these sights listed the age level and a short synopsis of the book. Looking at the Do’s and Don’ts site found on the first web page, I discovered Jim Trelease’s Book Lists. It had many of the above sites plus more useful information. Finally, the Doucette Index - K-12 Literarture Based Teaching Index was ver y useful in finding out more information about a particular book. I chose the books for my book list in a variety of ways. I started with authors that were familiar to my students and myself, like Beverly Cleary and E. B. White. Some books just caught my interest like It’s All Greek To Me by Jon Scieszka since all my students are of Greek decent. Of course I wanted a few award winning books so my students could see examples of excellent story telling. After reading these books I plan to have the students discuss the reasons they think the book won the award and express their opinions on whether or not the book should have received the award. I also selected books by themes like â€Å"chocolate† or â€Å"adjusting to third grade.† I choose a few books because their setting is one of the countries the third grade studies in social studies. Some books were selected because they are a part of a series. If they liked the first book, hopefully they will want to read more of the series! Since the ch...

Racism on the Goldfields essays

Racism on the Goldfields essays For a few short years, from the beginning of the 1850s to the early 60s, thousands of people flocked to Australia. The ships that brought them often swung empty at their moorings as both crews and passengers swarmed inland toward makeshift camps. The lure was gold. With so many immigrants from different countries assembled on the goldfields, it wasn't long until threats to social stability were magnified in the form of racism. One of the main driving forces behind this racism was competition on the goldfields. For example, initial racism centred on gold-seekers from the United States. With their experience gained on the Californian goldfields, the Americans were active and successful in Australia, not only in finding gold but in business too. This created some unease, especially from the British who had claimed Australia as theirs. Foreigners like the Americans were constantly arriving on their land to search for gold at potential places they had not discovered themselves. Subsequently, the British were not happy with these gold-seekers and racism based largely on fear of competition erupted. Originally, most of the racism on the goldfields involved the British's disquiet over the presence of diggers from the United States and other foreigners as they arrived, which had their own concerns about competition. However, this changed when the Chinese arrived. The Chinese, like so many others, came to Australia to dig for gold because there were problems in their own land. Although they only numbered about 1-3% of the Australian population, the racism that resulted towards them was quite intense. The Chinese looked different, they dressed differently and they ate different food from the Europeans. In addition, the Chinese digger living on the goldfields was usually not a 'free' man like the European. Most of the Chinese diggers were hired workers, paying off a debt at home by digging gold for someone else. They didn't get drun...

The proposal of Cheerios Assignment Example | Topics and Well Written Essays - 500 words

The proposal of Cheerios - Assignment Example Cheerios, originally named Cheerioats, is made totally from natural whole grain oats. The marquee cereal brand need not be cooked as it is ready-to-eat. This breakfast cereal has proven medicinal values as it helps to lower cholesterol in the human body. The company claims that three servings of Cheerios taken with low fat diet every day reduce the chances of contracting heart diseases. The crunchy, sumptuous and nourishing snack is thus an ideal first meal of the day for the entire family (Cheerios.com, 2014). Cheerios is manufactured and marketed in more than a dozen luscious varieties. Some of these are Honey Nut Cheerios, Cheerios Protein Cinnamon, Almond, Cheerios Protein Oats & Honey, Banana Cheerios, Chocolate Cheerios, Fruity Cheerios and Yogurt Burst Cheerios. Cheerios believes in the philosophy of fostering the physical and mental faculties of the child. The company has successfully run its ‘Spoonful of Stories’ campaign for a more than decade. In 2013, the brand announced that it will bring the older kids within the ambit of this campaign and provide 8 million books inside Cheerios packets free of cost (Cheerios.com, 2014). Cheerios harnesses the power of social media to spread the message that a healthy breakfast makes a positive, meaningful difference in a child’s life. General Mills has set up online communities that not only help the company enable it achieve its mission but also assist in spreading a positive word-of-mouth for its brands (Generalmills.com, 2014). The company uses online social networks like Facebook, Twitter, YouTube to engage in useful conversations with the customers. The purpose of this communication is to get insights into the consumers mind and uncover new ways in which the community as a whole can benefit. Cheerios also indulges in strategic corporate social responsibility. The brand, in association with the YMCA, organized the Healthy Kids day in April this year (Cheerios.com, 2014). The

Ethics and Law in Business and Society (4 questions) Essay

Ethics and Law in Business and Society (4 questions) - Essay Example A common example (argument) that arises when discussing market failure is the issue of the minimum wage law (Verleun et al. 15). The law sets wages higher than the going market-clearing wage in an effort to elevate market wages. Analysts argue that this greater wage cost will make employers recruit fewer minimum-wage workers compared to before the law was enacted (Verleun et al. 15). Therefore, more minimum wage employees are left jobless, establishing a social cost and leading to market failure. The advantage of government regulation on the minimum wage is that is enable people to be paid fairly for the work they have done (Verleun et al. 16). However, the disadvantage of this is that a firm cannot control how much they pay their workers. A sewer system could be regarded as a public good. It also falls under the theory of market failure because, in some regions, they system does not function appropriately as it is needed, and; therefore, it affect the people who depend on it. Questi on 2 One main policy foundation of the Sarbanes-Oxley Act was personal liability (Verleun et al. 23). ... 23). The act importantly reinforced the rule that shareholders own the United States corporations and that business managers ought to be working for shareholders to distribute business resources to their best use (Verleun et al. 23). After the law was enacted, financial experts cited enhanced investor confidence, more accuracy and more reliable financial statements as some of the benefits that the U.S. was enjoying. The CFO and CEO are now needed clearly to take charge for their financial statements below Section 302, which was not so before the SOX (Verleun et al. 23). Critics noted that this law is financially feasible because it has improved the confidence of investors (Verleun et al. 24). Many investors are now willing to venture into the United States because of the easiness of investing in the country. Also, the government does not have to worry about financially backing the investors because shareholders can enjoy full ownership of the corporations. This policy is fully conser vative as it puts everybody on the same platform when it comes to investment (Verleun et al. 23). Even though, critics argue that it reduces the number of workers in the U.S., everybody still has a chance of reaching the highest level with this law. Question 3 According to Hobbes, peoples’ lives in the state of nature were "lonely, poor, spiteful, violent and short", a state through which egotism and the nonexistence of rights and contracts prohibited the 'social', or society. Locke, on the other hand, considered that people in a state of nature are morally bound by The Law of Nature, simply not to harm themselves, but devoid of any government administration to safeguard them against those