Tuesday, December 24, 2019

I Chose Msg Ad My Legacy Leader - 861 Words

Retired MSG John Landale Ada is the older of two sons and was born in Watertown, N.Y. on February 18, 1967. He graduated from Indian River Central High School in Philadelphia, New York in 1986. He received a Bachelor of Science degree in Accounting from Utica College of Syracuse University in 1991. He joined the Army in 1994 where he met his wife, Brooke, while both were attending Advance Individual Training for Intelligence Analysts at Fort Huachuca. After serving seven years in the Army and being stationed in multiple installations, he was then assigned at 1st Special Forces Group (Airborne) as an Intelligence analyst in the All Source Production Section (ASPS). He served multiple leadership position while being stationed in 1st Special Forces Group(1SFG). I met MSG Ada when I was stationed at 1SFG as a Human Intelligence NCO back in 2007. I was just a sergeant at that time and was a little bit intimidated that my first line supervisor was MSG Ada, my Legacy Leader. I chose MSG Ada as my legacy leader because he molded me into the Senior Leader that I am now. MSG Ada is an exceptional leader that is well known in the chain of command. He is a well respected leader in the Special Forces community, even though he is not a green beret. He was able to earn the trust and confidence of his superior and his peers. I was so amazed that his analytical and planning skills were highly sought out in 1SFG. He demonstrated his excellent technical skills and respected by many

Monday, December 16, 2019

Ledership Free Essays

What is leadership? According to Shockley- Zalabak (2009) Leadership is a process of guiding individuals, groups, and entire organization in establishing goals and sustaining action to support goals. What exactly is meant by leadership? There are literally hundreds of definitions about who a leader is and what is considered as leadership. Each definition may vary from one individual to another and may change from one situation to the other. We will write a custom essay sample on Ledership or any similar topic only for you Order Now For example we might call an individual a leader because of the persons’ election to the presidency of an institution. Other times we say he/she is not a leader because he/she does not exhibit leadership behaviors expected of the of a leader. In other words, we expected leadership from the legitimate position of the presidency, but when that president does not exhibit leadership behaviors, we say that the president is not a leader. According to Yukl, (2002). The definition of leadership is arbitrary and very subjective. Some definitions are more useful than others, but there is no â€Å"correct† definition. Leadership theories: Theories are most useful for influencing practice when they suggest new ways in which events and situations can be perceived. Fresh insight may be provided by focusing attention on possible interrelationship that the practice has failed to notice, which can be further explored and tested through empirical research. If the result is a better understanding of practice, the theory –practice gap is significantly reduced for those concerned. (Hughes and Bush, 1991, p. 234). The trait theory This theory first surfaced in the writings of early Greeks and Romans and is prevalent today among those who believe that leadership cannot be developed. This theory assumed that leaders has innate traits that made them effective, great leaders were considered to be born with the ability for leadership, so it is either you have leadership qualities or you don’t . According to Shockley – zalabak (2009) theory of leadership, that leaders possessed innate traits that made them effective; is commonly referred to as the â€Å"great man† theory Leadership traits theory is the idea that people are born with certain character trait or qualities and since traits are associated with proficient leadership, it assumes that if you could identify eople with the correct traits, you will be able to identify leaders and people with leadership potential. It is considered that we are born naturally with traits as part of our personality; this theory in summary believes that leaders are born not made Criticism Researches were done to define traits or personality characteristic that best predict the effective leader. List of about eig hty traits or characteristic were gotten but trait approach failed to define clearly a stable set of characteristic associated with effective leadership. Even the concept of what is effective remains open to question. This theory does not prove a comprehensive explanation to how leaders interact with followers and meet the needs of specific circumstances. While truly others can be born leaders, it is incorrect to generalize by saying that leadership traits are in born and unchangeable. It’s true many of our dispositions and tendencies are influenced by our personalities and the way we are born. However, most people recognized that it is possible for someone to change their character trait for the worse. Someone known for being honest can learn to be deceitful, the whole idea of saying someone was â€Å"corrupted† is based on the fact that people can learn bad traits. If people can learn character traits and become different from the way they were born naturally traits can be learnt as well. A person who is prone to being dishonest can learn to be honest. A person who avoids risks can learn to take risk. It may not be easy, but it can be done. STYLE APPROACHES Leadership style approach focuses its attention on the leaders’ behavior. Leadership style is the combination of traits, skills, and behaviors leaders use as they interact with followers: (Lussier, 2004) Though leadership style is based on leadership skills and leadership traits, leadership behaviors is the important component. This is said to be the third approach to leadership studies, a consistent pattern of behavior is what characterizes a leader. â€Å"In shifting the study of leadership to leaders’ s tyle or behaviors, the style approach expanded the study of leadership to various contexts† (North house, 2004). According to Shockley- Zalabak (2009) style approach or theories attempt to identify and arrange the general approaches leaders use to achieve goals. These approaches are thought to be based or a leader’s assumption about what motivates people to accomplish goals. This theory attempts to identify a range of general approaches leaders use to influence goal achievement. These approaches are theorized to be based on the leader’s assumption about what motivates people to accomplish goals. Particular approaches also reflect complex relationships among the personal characteristics of the leader. Top among the style theories is the autocratic-to-democratic continuum first proposed by Ralph while and Ronald Lippitt (1960). Autocratic style of leader is a leader who makes decisions with little influence from others Shockley- Zalabak (2009). The leader that exhibits this behavior makes the decisions, gives orders to employees, and is constantly supervising his subordinate. This leader tells others what to do and usually enforces sanctions against those who chose not to comply. He views his followers as essential for goal achievement but usually feels little responsibility for employee needs and relationship Shockley- zalabak (2009). Criticism Research suggests that autocratically led groups produce more in quantity than democratically led groups, but that the quality output is better when more democracy is practiced. Generally with autocratic styles the led are not happy so they just do as they are told not because they have the interest of the institution at heart or because they enjoy working. Democratic- Shockley-Zalabak (2009) states that this style of leaders is the one that involves followers in decision making. The leader that exhibits this behavior promotes shared decision, team work, and does not supervise his subordinates closely. He assumes followers are able to participate in decision making, they try to create a climate in which problem solving can take place while preserving interpersonal relationships. It is clear that these leadership styles are opposite’s end of a continuum. As such, it’s easy to think that a leader’s leadership style s follows between those ends. Criticism When a leader is democratic at times his other colleagues in leadership positions can look at him as a weakling and also the subordinates might take advantage and wants to be disrespectful. Laissez-faire style- Here the leader behaves as non-leader. Individuals and groups are expected to make their own decisions because of a hand-off approach from the leader. The laissez-faire leader is an example of non-leader. This leader expects groups and individuals to make their own decision. He gives information only when ask by group members. Criticism The success of the group depends greatly on the abilities of the group and groups members willingness to work with little or no leadership. If the groups members consist of people that need a push to do things they won’t be able to achieve much. Impoverished management- According to Shockley- Zalabak (2009) this style is characterized by low concern for interpersonal relationships and task accomplishment. This leader makes few attempts to influence people towards task or goals. He dislikes leadership responsibilities and lets others take the responsibility that rightfully belongs to the leader. This leader is usually uncomfortable with leadership and intellectually resists the need for it. Criticism These leaders may be primarily responsible for the failure of the group. Middle- of- the- road management- This is a style of leader who balances task and peoples’ concerns; commonly referred to as compromised leadership or management. The leader negotiates and compromises to achieve workable agreements and directions for action Country club management- This is a style of leaders who emphasizes interpersonal relationship at the expense of goal achievement the leader here wants to be liked and have group followers who feel supported by the leader. He provides an interpersonal relationship bond that is low on task emphasis and high in interpersonal support Criticism He may want a task accomplished but will not take steps to emphasize this element to others, if members are not highly task oriented; he ends up doing their work. Rather than insisting that the employees exhibit high standards of performance. These leaders may not develop the abilities of the people under them. Team leadership: This is the theoretical ideal: team leaders exhibit high concern for both task and interpersonal relationships by emphasizing goal accomplishment while supporting people, it fosters a sense of â€Å"we† with high performance standards. This leadership share decision making and strives for problem solving designed to solve rather than postpone problem, it respects different point of view and value diversity as long as it contributes to the group effort. Criticism Team members who support one another but do not have enough ability or information to work on problems will not be able to produce a high-quality decision. How to cite Ledership, Papers

Saturday, December 7, 2019

Owen Theorem Essay Example For Students

Owen Theorem Essay The purpose of this paper is to inform the reader how Dorethea Orems nursing theory has been used in research. Orem begin developing her theory in the 1950s, a time when most nursing conceptual models were based on other disciplines such as medicine, psychology and/or sociology (Fawcett, 2000). Orems theory is a three-part theory of self-care. The three theories that make up the general theory are: Self-Care, Self-Care Deficit, and Nursing Systems. The Self-Care theory states that adults deliberately learn and perform actions to direct their survival, quality of life, and well-being. Self-Care Deficit theory states that nursing is required because of the inability to perform self-care as the result of limitations. Nursing Systems theory is the product of nursing in nursing system(s) by which nurses use the nursing process to help individuals meet their self-care requisites and build their self-care or dependent-care capabilities. These three theories form the overall Self-Care Defici t Theory. (Alligood Tomey, 2001) Self-Care Deficit Nursing Theory (SCDNT) is an important component of nursings theoretical knowledge. It is a highly developed and formalized theoretical system that includes the philosophical foundation, the general theory of nursing with its constituent elements, and an expanding body of knowledge that includes empirical research. The conceptual structure of SCDNT is constituted from six core concepts (self-care, therapeutic self-care demand, self-care agency, self-care deficit, nursing agency, nursing system, and one peripheral concept -basic conditioning factors. (Taylor, Geden, Isaramalai , Wongvatunyu, 104)The capacity and ability of the individual to engage in self-care is termed self-care agency (SCA). The Therapeutic Self-Care Demand (TSCD) and SCA are influenced by a number of factors or variables referred to as basic conditioning factors (BCFs). The self-care system is an action system designed in response to the TSCD and is dependent on the quality of the individuals self-care agency. (Geden Taylor, 329)The first article we reviewed was titled An Empirical Test of a Self-Care Model of Womens Responses to Battering. Battering was conceptualized with Orems theory as a situation requiring therapeutic self-care. Based on Orems theory of self-care deficit a model of womens responses to battering was constructed. This model proposes that age, education, income, and cultural orientation are BCFs that directly related to relational conflict. This conflict would be negatively related to self-care agency and indirectly related to both outcomes of health and well-being. The proposed model suggests that the degree of relational conflict experienced by a woman in a battering situation is directly related to her ability to care for herself. Both frequency and severity of conflict and self-care agency were expected to influence the relationship of the BCF with health outcomes. Health and well-being were deduced as being related to self-care. Self-care agency is thought to be related to the same outcomes as self-care. Knowledge from prior testing of Orems self-care deficit theory, particularly related to the conceptual entities of self-care agency, health, and well-being, provided additional scientific support for formulating the hypothesized relationships among the variables. The endogenous variables are identified as health and well-being. These variables are hypothesized to be positively related to self-care agency alone. (Campbell Weber, 45)The final derivative model structure was different from that originally proposed. The theoretical base of the original model was an effort to extend Orems self-care deficit theory of nursing with the inclusion of relational conflict. Relational conflict was placed between the BCFs of age, education and culture, and self-care agency. Self-care agency was proposed to affect both well-being and health. In the final analysis, self-care agency explained 9% of the varianc e in the final model, with relational conflict explaining 39.9% and health, 51%. The BCFs age and education affected self-care agency which directly influenced health. (Campbell Weber, 51)Orems model is supported by these findings in terms of self-care agency having an effect on health. There was a strong correlation between a measure of the power components of self-care agency and self-esteem. This supported Orems description of self-care agency as structurally consisting of foundational capabilities, power components, and capabilities for self-care operations. (Campbell Weber, 45). However, for abused women, the relationship problems had a stronger effect on their physical and mental health then their ability to take care of themselves. The derivative model also supported relationships between basic conditioning factors and self-care agency as proposed by Orem. (Campbell Weber, 52)The next article we reviewed was Theoretical and Empirical Description of Adult Couples Collaborat ive Self-Care Systems. This article was a descriptive study of a collaborative care system (CCS) using Orems Self-Care Deficit nursing theory. Irony Of The Metamorphosis EssayCampbell, J., and Weber, N. (2000). An Empirical Test of a Self-Care Model of Womens Responses to Battering. Nursing Science Quarterly, 13:1, 45-53. Fawcett, J. (2000). Analysis and Evaluation of Contemporary Nursing Knowledge: Nursing Models and Theories. Philadelphia: F. A. Davis Company. Geden, E., Taylor, S. (1999). Theoretical and Empirical Description of Adult Couples Collaborative Self-Care Systems. Nursing Science Quarterly, 12:4, 329-334. Orem, D., Online (2000). International Orem Society Newsletter. www.muhealth.org/~nursing/scdnt/november00.htm. Taylor, S. G., Geden, E., Isaramalai, S., and Wongvatunyu, S. (2000). Orems Self-Care Deficit Nursing Theory: Its Philosophic Foundation and the State of the Science. Nursing Science Quarterly, 13:2, April 103-110.

Saturday, November 30, 2019

Soil And Land Managment Essays - Environmental Soil Science, Soil

Soil And Land Managment Soil and Land Management The soil triangle is graph that helps the person determine the type of soil they are testing. This type of graph being a triangle has three sides. The first side, or right side is the percent of silt found in the soil sample. The second side, or the bottom is the percent of sand found in the soil sample. The third side, or the right side is the percent of clay found in the soil sample. You read the graph from right to left being silt, sand, to clay. There are twelve different classes of soil. The classes are sand, loamy sand, sandy loam, loam, silt loam, silt, sandy clay loam, clay loam, silty clay loam, sandy clay, silty clay, and clay. The particle size analysis we did I thought was very confusing, and unnecessary. The view of the soil underneath the microscope wasn't very much different from the view without it, or at least I couldn't tell much difference. The two millimeter mark on the paper was also very confusing. I had no idea of what I was doing during the particle size analysis. The mechanical soil analysis was much more to my liking. I understood the whole process and loved the project we did with it. From the begging when we went outside to collect the soil samples to when we were finished waiting the 24 hours for the water and soil particles to settle. After we mixed the right amount of dirt and water into the sample tube we had made two recordings of the percent of sand, silt, and clay. After that we took the readings over to the soil triangle to determine the type of soil that we had collected. The way soil is formed is not all that complicated. First soil begins as a rock and then is broken dependent upon the weathering factors. Soil types are based upon the type of rock from which they are made. Rock particles are further broken into various smaller sizes of rocks and minerals, then small plants such as lichens and mosses begin to grow on the rock surfaces. Dead plant materials or organic matter are mixed with rock fragments, and as more organic matter is formed, larger plant forms such as ferns, grasses, and shrubs take root. After that process bacteria and fungi break down the organic matter into simpler nutrients that are released into the soil, further aiding plant growth. The downside to this is that it is a very slow process. Surprisingly there are only three types of rocks. The first type is igneous which is a rock that is formed by hardening of molted volcanic materials. The second type of rock is metamorphic which is a rock that is formed as a result of changes in other rocks under heat and pressure. The third type of rock is sedimentary which is a rock that is formed by a consolidation particles laid down over the years. There are three ways soils are deposited. Glacial soils are deposited by glaciers for example rich farmland soils of the Corn Belt. Loess soils are deposited by wind for example rich Paloose soils of the Pacific Northwest. Alluvial soils are deposited by moving fresh water for example Delta regions at the mouth of rivers. The functions of organic matter are much better than the man made fertilizers, and organic matter. The compost are class made ?other wise known as Sheedy? has proven to grow plants much faster than scientific organic mulch. Sheedy has many more of the major nutrients in it than that other stuff. That other stuff has more minor nutrients in it. There are three major nutrients that some plants need they are nitrogen, phosphorus, and potassium. There are also ten minor nutrients that some plants need. These nutrients are zinc, manganese, boron, copper, iron, molybdenum, calcium, sulfur, chlorine, and magnesium. There are two types of erosion and they are wind and water. There are many causes of erosion for example moving water, topography including slopes of the land, lack of vegetation, dry climate conditions, wind, and human activities such as construction, mining, agriculture, recreation that distributes or removes the vegetation. The effects of erosion on our land is that it reduces fertility of the land, it increases sediment in water bodies, it increases water filtration expenses, it destroys spawning beds of game fish, it reduces fish food supply, it fills pools where fish live, and it increases the damage caused by floods. Controlling erosion on the farm and in the urban countries wouldn't be very hard.

Tuesday, November 26, 2019

A Summary of the Guidelines to Achieving Effective Reading Essays

A Summary of the Guidelines to Achieving Effective Reading Essays A Summary of the Guidelines to Achieving Effective Reading Essay A Summary of the Guidelines to Achieving Effective Reading Essay Effective reading is indispensable to a learner’s success and it can merely be achieved by holding the right instructions and learning methods applied. The instructions must be given in the best manner possible to guarantee that the scholars meet their desired aims. Instruction execution should go on in a manner that it does cover every signifier of information engineerings. including the networked information which obviously is quickly turning. The undermentioned paper will sum up the guidelines to the accomplishment of these set uping accomplishments. Effective Reading among Learners Learning reading methods has been found to necessitate a batch of betterment in schools in order to hold the scholar reading with a batch of easiness and without tonss of jobs. Research has shown that instructors need to use methods that should assist their scholars know how to travel about their reading. It has besides been realised that novices need to be given introductory accomplishments on reading because this AIDSs in the betterment of their public presentation and promotes success. In relation to this. the International Reading Association has place statements that guide instructors on how to travel about learning the reading methods. With this in topographic point. there are still contentions over the places. The contention comes as a consequence of some kids non using the methods as taught and hence doing it appear as though the instructor has non followed the direction as stated. On the other manus. every bit much as there is contention in methods of learning reading. at that place seems to be less contention in what a kid should larn. A skilled reading methods teacher can see their scholars and cognize what to learn to each of the kids so that in the terminal. the instruction methods are efficaciously taught to the scholars. When learning kids reading accomplishments. the instructor must cognize what to learn to which scholar. A kid who has learnt missive sounds does non necessitate phonemic lessons. therefore the method employed on every kid. depends on the child’s degree of promotion in larning. In conformity with this. it is proper that the federal province merely offer support and provides resources to the policy shapers for them to do the places because they stand a better opportunity of explicating the places. The International Reading Association recommends that the school territory must affect the parents in assisting the instructors know their kids and therefore assistance in their academic advancement. The Role of Teaching Specialists in Guaranting All Children Learn How to Read Harmonizing to the National Researcher council. it is of import that all schools have a reading specializer whose function is to help kids get the hang their reading accomplishments. This is besides as a consequence of the complex state of affairss and the broad scope of diverseness in schools today. They together with the instructors work to guarantee that all kids emerge good readers. A reading specializer is a individual with educational certificates and hence. is a professional with makings and experience required by the instruction organic structure and meets the proficiencies of the criterions. The specializers may work in one or more of the available instruction degrees runing from early childhood to secondary to private establishments across to the grownup scholars. It is recommended that the specializers working with the grownup scholars need to hold more apprehension for their scholars. Children scope from those who are fit and healthy to those from hapless backgrounds. those with physical. psychological and emotional jobs. There are besides those that are fighting to larn English and hence those with jobs as respects their reading necessitate the aid of a reading adviser to steer them. The function of a reading specializer in assisting the pupils improve their reading include: ( a ) Instructive function whereby the specializer does the work of supplementing and heightening the work of the schoolroom instructor who must work collaboratively with the reading specializer. The two can give the instructions in category or the specializer may give instructions outside the schoolroom if pupil requires specialised instructions. ( B ) The specializer besides does the appraisal of the development of literacy degrees. This the specializer may make by detecting the pupil. measuring the consequences of the past literacy trials. The specializer besides plays the function of coordination with the territory and province criterions. He or she gives the study on the development in literacy acquisition. ( degree Celsius ) All coupled. reading specializers have the leading function in that they aid the instructors. decision makers and parents to acquire to understand more about learning reading. By join forcesing with both instructors and parents. they help construct good place school connexions. This therefore calls for reading specializers to be knowing and be professionally fit to execute their work efficaciously. Internet and Its Impact on Even Literacy Levels across the Globe In today’s universe. the degrees of literacy alteration every clip given the handiness of the cyberspace. With the engineering in topographic point. scholars are required to update their cognition in order to hold their literacy degrees right. In order to hold the scholars and the first bettering engineering at per. a figure of factors must be looked into. These include the rapid rate at which the cyberspace is acquiring into about all schoolrooms in the developed states around the universe and therefore calls for proper steps to be put in topographic point to guarantee the kids get entree to it. This is done by holding computing machines connected to the cyberspace in every schoolroom. Equity in the entree of cyberspace in the developed and developing states should be improved in order to avoid widening the literacy spread between the two sets of states. Education that is equal should be provided and development of staff demands to be done to guarantee the instructors often integrate new literalises in their course of study. Teachers’ instruction plans can greatly assist in fixing the instructors in utilizing the new direction engineerings. To accomplish the coveted consequences. the Professional Literacy Organization should offer support in the proviso of originative enterprises and increased entree. supply professional development and heighten the teachers’ instruction plan. With the above wanting to be acted on. the public policies must be adjusted in such a mode that reading is non merely defined around books but should include the networked information engineerings that have become critical in the success of pupils. Reading must be efficaciously taught and to accomplish this. instructors should do usage of professional development to larn new direction schemes. They should besides give equal chances to pupils in accessing the ICT installations. In general. to hold reading instructions win ; Parents. instructors. school decision makers. teachers’ pedagogues. policymakers and research workers must join forces to hold acquisition maintained at the needed criterions. Recommendation In order for reading novices to finally go successful pupils. they need to hold obtained the necessary accomplishments that mould them into perfect readers. The U. S. docket purposes at bettering the literacy public presentation of pupils. sing the increasing demands for educating all pupils to accomplish at high degrees. It is of import that schools have qualified forces to turn to the challenges confronting the pupils. Such forces must include a professional reading specializer as a nucleus member of the educational squad. However. in-between schools and high schools should hold the same instructional support. because effectual reading direction must be guided by reading specializers across all class degrees. In add-on to this. networked information engineerings require incorporation so that larning meets demands of the quickly bettering instruction degrees. References International Reading Association. 1999. Using Multiple Methods of Get downing Reading Instruction. Retrieved from lt ; World Wide Web. reading. org gt ; . International Reading Association. 2000. Teaching All Children to Read: The Roles Reading Specialist. Retrieved from lt ; World Wide Web. reading. org gt ; . International Reading Association. 2009. New Literacies and twenty-first Century Technologies. Retrieved from lt ; World Wide Web. reading. org gt ; .

Friday, November 22, 2019

Time Saving 101 Topics to Avoid Reading

Time Saving 101 Topics to Avoid Reading I read a lot of blogs, newsletters, magazines, and websites. As a fast reader and research guru, I can hardly resist to let some resource pass me First and foremost, give yourself credit for knowing what you need and what you dont. Not everyone is an expert and not every piece of expert advice is worth reading. Topics I will immediately discard: 1) Writers block. This is so dang personal that nobody can tell someone else what to do. I happen to be one who believes in either writing through writers block or taking a nap to wake up and start writing refreshed. I dont believe in it much, and I definitely dont want to hear about someone elses. 2) Self-editing. There are so many ways to self-edit, so many angles, so many levels. There isnt one right way. If you understand good writing and appreciate proper grammar, then figure it out. 3) The best way to market. Marketing depends on your extrovert level, your wallet, your tech savvy, your social media appreciation, your genre, your platform, your region, your experience in other arenas. The best way is to analyze your strengths, and the strengths of a handful of successful people you trust and admire, and just do it. 4) Outlining or pantser. I delete those instantly. Each writer has to test both ways and figure it out. 5) Religion or politics. Enough said. 6) Finding time to write. This isnt a secret. You make time, or you dont. You prioritize, or you dont. So many of these topics are the result of someone needing filler so they write about an evergreen subject. Some writers talk about these subjects because they are avoiding their more serious writing. Some want to sound experienced when they are not. Fact is, they are not unique topics. They are washing machine items, constantly spinning around in the tub. How do I know to discard them without reading them? I read the email subject lines, first lines in the first paragraph, and/or titles. Yes, I practice what we hear preached all the timeletting the opening hook dictate whether I read further or not. When I have 300-500 emails per day, I need some sort of gleaning mechanism, and why not that which we teachopening with a bang, or at least with enough meat to suck me in. And if the writer still wants to pick such a mundane topic, then they need to show me they have a new twist that will totally wow me.

Wednesday, November 20, 2019

Canada should End its Constitutional Ties to the Monarchy Essay

Canada should End its Constitutional Ties to the Monarchy - Essay Example Any stance on this issue needs to be well informed, democratic, in consonance with the aspirations and spirit of the Canadian people, culture and traditions and inevitably must portend propitious tidings for Canada as a country and a responsible member of the International community. Time has come to question the cultural and political role of the Monarchy in the Canadian way of governance and in the Canadian social and cultural life. People need to think that does Monarchy has a pragmatic and viable role in the decision making and policy charting in Canada or is it merely limited to being a face on the Canadian currency? A thorough analysis of the wish of the Canadian masses, an in depth understanding of the Canadian culture and ethos and a strong affiliation to the local and international interests of the Canadian nation, do lead to a firm conclusion that Canada should dissolve is ties to the Crown at the earliest. Now is the time for the Canadian people to do away with their anach ronistic colonial past by establishing themselves as a sovereign republic. The very fact that a Queen located in some distant land and catering to the wishes and aspirations of the people of her land should try to or should be allowed to have a jurisdiction over the political life, law and order institutions and courts of a nation of freedom loving people like the Canadians sounds absurd and irrational.

Tuesday, November 19, 2019

Read an article in an art magazine then write the summary Essay - 2

Read an article in an art magazine then write the summary - Essay Example On the other hand, the picture in this magazine has coherent identities for sprawling multinationals such as the International Minerals & Chemical Corporation, Aluminum Company of America and Chase Manhattan Bank. Spector and Kitnick (2014) further state that the Minimalist objects organized in the gallery are Carl Andre’s zinc floor piece, Donald Judd’s steel box and one modular aluminum sculptures by Sol LeWitt. The magazine shows the arguments made by Spector that the connection observed in Objects and Logotypes was centered on more than unplanned resemblances. Spector went on to locate a collective rhetorical foundation undergirding the morphological resemblances. He went on to state that the Minimal sculpture and corporate identity programs are seen as robust social values reflectors, even though the designers and artists may have completely dissimilar attitudes to the stated values (Spector and Kitnick, 2014). In conclusion, the magazine reports that the nuanced link posited by Spector between the surrounding corporate culture and Minimal artists was centered neither on clearly antagonistic positions or ironic appropriation gestures. It goes on to state that branding strategies have been everywhere in the present years and the project done by Spector may be used as a perceptive model in understanding the changing connection between corporate and art

Saturday, November 16, 2019

The Effect of Temperature on Rate of Reaction Essay Example for Free

The Effect of Temperature on Rate of Reaction Essay In this experiment I shall be investigating how temperature affects the rate of reaction Rates of reaction The Factors that affect the rate of reaction are temperature, surface area, concentration, catalysts, light and pressure Surface area – Surface area is the amount of solid surface that is available for reaction Only affects solids so this will not affect our experiment When the surface area increases the rate of reaction increases as there is more surface area for the particles to work on, thus, there are more collisions per second Example : It is easier to light a fire with small pieces of stick than using large blocks of wood Concentration Concentration is the amount of molecules of a substance in a given volume Concentration affects solids, gases and liquid so this will affect our experiment When the concentration increases the rate of reaction increases as there are more molecules present, therefore there are more collisions between molecules (Collision theory) Example : zinc reacts fairly slowly with dilute hydrochloric acid but when the acid is concentrated, the rate of reaction increases. Catalysts A catalyst is a substance which speeds up the  rate of reaction without itself going undergoing any permanent chemical change – this means only small amounts of catalysts are needed to speed up reactions When a catalyst is involved in an experiment there is less energy needed for the reaction therefore there is more collisions per second We will not be using catalysts in our experiment Example : Decomposing hydrogen peroxide  solution at room temperature is very slow, but using a small amount of manganese oxide greatly increases the reaction rate and oxygen is given off rapidly Light Light is a form of energy and it causes many chemical reactions to take place. Light does not affect our experiment Example : Photosynthesis Temperature Collision theory is used to explain how different factors affect the rate of a chemical reaction. For a reaction to take place the reactant particles must collide with each other with adequate energy (activation energy), this energy is used to break the bonds between the particles. If the particles do not have enough energy they will bounce off each other without reacting. By increasing the temperature the particles gain more energy and move faster causing more collisions per second. 10oC 60oC Previous Experiments These previous experiments give us background information on rates of reaction: Acid and limestone CaCO3(s) + 2HCL(aq) CaCl2(aq) + H2O(l) + CO2(g) Apparatus – Conical flask, hydrochloric acid, marble chips, cotton wool and scales In this experiment we mix a certain mass of large marble chips with a certain volume of hydrochloric acid in a conical flask and use cotton wool to trap the acid spray. As the carbon dioxide is given off from the flask, the mixture loses mass, this is measured and recorded every minute until the reaction is over. The experiment is repeated again using the same mass of marble chips and the same volume of hydrochloric acid and the same temperature but instead using small marble chips. When we look at our results we find that the larger marble chips take more time to react than the smaller marble chips which show that as the surface area increases, the rate of reaction increases. Decomposition of hydrogen peroxide solution H2O2(aq) 2H2O(l) + O2(g) Apparatus – Conical flask, gas syringe, hydrogen peroxide solution and solid manganese oxide In this experiment we firstly measure the time taken for hydrogen peroxide to decompose and produce 50cm3 of oxygen at room temperature and without a catalyst. We use a gas syringe to measure the oxygen given off. Then we repeat the experiment but instead add a small amount of solid manganese oxide to the hydrogen peroxide solution. When we look at our results we find that without the catalyst (manganese oxide) the reaction is very slow, but when we add the catalyst the decomposition is very fast and oxygen is  rapidly given off which shows that catalysts increase the rate of reaction. Sodium thiosulphate and hydrochloric acid Na2S2O3(aq) + 2HCL(aq) 2NaCl(aq) + SO2(g) + S(s) + H2O(l) Apparatus – Sodium thiosulphate, hydrochloric acid, stop clock, a measuring cylinder and white paper with a black cross In this experiment we vary the concentration of the sodium thiosulphate, add it to a given volume of hydrochloric acid and time how long it takes for the mixture to go cloudy and the cross to disappear. When we look at our results we see that as we increase the concentration of sodium thiosulphate the rate of reaction increases. Hypothesis My prediction is, as the temperature of the reaction mixture increases so to will the rate of reaction as at higher temperatures the particles have more energy and will collide more hence increasing the rate of reaction. This is explained by the collision theory. The collision theory also allows me to predict that my time against temperature graph will have negative correlation as the time taken will decrease as the temperature increases. I also predict this graph will be curved as the time taken will not be directly proportional to the temperature. I also predict that as I increase the temperature of the mixture, the time taken for the cross to disappear will decrease. Reaction In my experiment I shall be investigating the effect of temperature on a reaction rate by reacting sodium thiosulphate in dilute hydrochloric acid as shown in the equation below Sodium + hydrochloric Sodium + Sulphur + Sulphur + Water thiosulphate acid chloride dioxide Na2S2O3 (aq) + 2HCL (aq) 2NaCl (aq)+ SO2 (g) + S (s) + H2O (l) Sodium thiosulphate is a clear liquid and hydrochloric acid is a clear liquid, when they react together the solution turns cloudy due to the sulphur. The reaction is exothermic as the energy required to break the bonds is less than the energy needed to make new bonds. Procedure Apparatus †¢ Conical flask †¢ Measuring cylinder †¢ Bunsen burner †¢ Thermometer †¢ Stop clock †¢ White paper with a black cross Method 1. Measure out 10 cm3 of sodium thiosulphate and 40cm3 of water into a flask. Measure out 5 cm3 of hydrochloric acid an a measuring cylinder 2. Heat the thiosulphate solution to the required temperature using a Bunsen burner 3. Add the acid and start the stop clock. Swirl the flask to mix the solutions and put the solution on the white paper with a black cross 4. Look down at the cross and stop the clock and note the time taken when the cross has disappeared. Record the temperature of the mixture in the flask. Variables The variables we will need to keep constant are †¢ The concentration of sodium thiosulphate †¢ The concentration of hydrochloric acid †¢ The volume of hydrochloric acid †¢ The same colour of cross †¢ The same thickness of cross †¢ Look at the cross from the same height The independent variable is the temperature. We will take 7 different recordings between 10o-70o We will do each recording 5 times and get an average to make sure the results are accurate. Results I will record my results in the table and make a time against temperature and a 1/time against temperature graph as shown below

Thursday, November 14, 2019

Fitzgeralds The Great Gatsby Essay -- Fitzgerald Great Gatsby 20s Es

Fitzgerald's The Great Gatsby In my presentation, I will be discussing how the 20s played a major role and affected the story, characters, and ultimately, the outcome of the novel, The Great Gatsby. The first topic I will be discussing are the women of the Great Gatsby. The 20s were a time of change in the views of women. They became more open and outgoing in many things. These included not only womens rights, but also their sexuality. This was the age of the "flapper". A flapper was a women who was very outgoing at parties. She smoked, drank, danced, and couldn't hold only one man. Think "Chicago" for a very good example. Renee Zellweger and Catherine Zeta-Jones both played flappers. -Now, technically Daisy wouldn't be classified as a so called "flapper", but she was highly influenced by them. When Gatsby returns, Daisy is still in love with him and, even though she is married, runs away with him, but only for a short period of time. Before the roaring 20s, this would be unthought of, but as the womens rights movements set in, it is not so uncommon of a sight. -Myrtle was also sort of a flapper, though as I said with Daisy, not the best representation in the book. She was also married, and was very poor, yet she was having a long running affair with Tom, Daisy's husband. She was fat, loud, and tried to be as rich as she could, yet everyone saw right though that. Myrtle's ideals played a very important part in The Great Gatsby. -The best representation of...

Monday, November 11, 2019

Qnt 561 Week 4

Individual Assignment: Week 4 QNT 561 November 1, 2010 Lee Chang Question 5 In the following situations, decide whether you would use a personal interview, telephone survey, or self-administered questionnaire. Give your reasons. a) A survey of the residents of a new subdivision on why they happened to select that area in which to live. You also wish to secure some information about what they like and do not like about life in the subdivision. In this situation I would use a personal interview to acquire the desired information.Many subdivisions have an interview process before with the association to fit the required profile of the neighborhood and some of the information can be obtained at the initial interview. After some time passes a follow up interview can be conducted to acquire the rest of the information. In addition minimal staff is needed to conduct the surveys and get the information which means a lower cost. This will also lead to good cooperation from the new residents o f the sub-division. b. A poll of students at Metro University on their preferences among three candidates who are running for president of the student government. For this situation I would choose a personal interview. On many campuses these types of surveys are administered by a volunteer student group. The use of the groups means less overhead costs making the personal interviews favorable and able to endure for weeks before the vote. For the participants there will be a higher level of cooperation as opposed to telephone and or self-administered survey.In addition follow-up question can be asked leading to more in-depth analysis of the perception of the candidates. The only disadvantage in this situation would be participants unwillingness to talk to strangers on campus. b) A survey of 58 wholesale grocery companies, scattered over the eastern United States, on their personnel management policies for warehouse personnel. For surveying 58 grocery companies over the eastern seaboar d I would use a telephone survey.The telephone survey could be conducted by a trained interviewer who would be able to extract the information pertaining to the personnel management policies for warehouse personnel. The telephone survey allows the company to expand the geographic coverage with minimal cost although in some situations this will increase costs in this situation all being on the east coast time can be arranged to reach all 58 wholesale companies. c) A survey of financial officers of the Fortune 500 corporations to learn their predictions for the economic outlook in their industries in the next year.Given the nature of the survey I would use a self administered survey. With the need to reach a large geographic sample for the fortune 500 a self administered survey would be the most appropriate. Many of these surveys have been conducted in previous years and the use of the internet and email would be the best to reach all of the FOs and obtained the desired information. T he Financial Officers are relatively impossible to reach so the self-administered survey is the best option.In addition this is the lowest cost option given the minimal staff needed to tabulate the predictions for the economic outlook in their respective industries for the up-coming year. Looking at the level of sophistication of the information more complex tools can be utilized for the self-administered survey. d) A study of applicant requirements, job tasks, and performance expectations as part of a job analysis of student work-study jobs on a college campus of 2,000 students, where 1,500 are involved in the work-study program. This survey would be best conducted by a phone survey.To reach 2,000 students and obtain the amount of information needed for the study a phone survey would be best. With work study there will be hard-to-reach participants using a phone survey and a computerized random dialing system will be the most efficient survey method. Although some participants may not be reached due to not working numbers and some incomplete responses the benefits out way the disadvantages.References: Cooper, D. R. & Schindler, P. S. (2006). Business research methods (9th ed. ). Boston: McGraw Hill/Irwin.

Saturday, November 9, 2019

I Love Penaranda Essay

In the heart of Nueva Ecija lies a peaceful town, Peà ±aranda Peà ±aranda is a 4th class municipality in the province Nueva Ecija, Philippines . According to the latest census, it has a population of 26,725 people in 4,940 households. The area was originally called Mapisong, and it was a part of the municipality of Gapan. The area was organized into a municipality by Josà © Maria Peà ±aranda, a Spanish engineer, and subsequently named after him. Peà ±aranda was once known for its high quality crop called ikmo, a plant used by older Filipinos as a chewing substance. Recently however, the crop is on the brink of extinction. Rice remains a flourishing farm produce. The people of Peà ±aranda was really hospitable for that’s what I like in this province. You can see clean environment because of the diligence of the people. You can breath fresh air, drink clean water, and eat delicious foods. There are a lot of beautiful landscapes , the irrigation at San Josef which is promenade of the high school students. Every month of May, Peà ±aranda residents stage a musical drama called â€Å"Araquio†, a re-enactment of Christians’ quest led by Queen Helena and King Constantine for the Holy Cross where Jesus Christ was nailed. Actors and actresses garbed in colorful and cute costumes dramatize this century old tradition which features swordfights between the Christians and Moors. Be proud peà ±aranda!among the areas in nueva ecija , ours is stategic. We also produce the best of lawyers, teachers, artists, engineers, etc. Well one of the best province in nueva ecija, the best people, the best puto and kakanin. It’s nice to stay in a place like this. I was born in this place so I am proud. And because of our Mayor Ferdinand Abesamis, this place is becoming progressive and discernible into the other places.The people here have unification that’s why I don’t wanna leave this wondrous place. I believe that this town would not remain little town but someday it would be a large and accessing place where the tourist always wanted to be here.

Thursday, November 7, 2019

Labor Market Research for Nurses in the State of California

Labor Market Research for Nurses in the State of California The healthcare system in the U.S. is largely dependent on the number of health professionals available in public and private healthcare facilities across the country. Nurses are at the core of the healthcare system by virtue of their role in the doctor-patient relationship, and hence their availability is fundamental if the country is to uphold an effective, competent, and efficient healthcare system (Rickles, n.d.).Advertising We will write a custom essay sample on Labor Market Research for Nurses in the State of California specifically for you for only $16.05 $11/page Learn More However, it has not been easy for many states to maintain the required number of nurses in their health facilities judging by the vastness of the healthcare sector and high level of specialization witnessed in the industry. This paper aims to use the article by Rickles et al (n.d.) titled ‘California Policy Options: Supplying California’s needs for Nurses’ to ev aluate the labor market for nurses in California state. Factors Influencing the Supply and Demand of Nurses The demand and supply of nurses is influenced by a multiplicity of factors judging by their relative importance to the healthcare system. Indeed, analysts are of the opinion that the U.S. is not anywhere near satisfying the demand for more nurses, and a time when the supply of nurses will effectively deal with the demand can never be imagined as of yet (Rickles, n.d.). California’s shortage of qualified nurses is among the most relentless in the U.S. as many of the state’s health institutions experience great difficulty in the process of recruiting and retaining qualified nursing personnel (Rickles et al, n.d.). By 2005, California had an estimated 200,000 registered nurses, with credible projections suggesting that the state’s demand for registered nurses will stand at 300,000 by 2010 and 458,733 by 2030 (Rickles et al, n.d; Hausellberg, 2010). The above scenario can be attributed to a variety of factors that influence the dynamics of supply and demand of the nurses in the state. On the demand side, it can be safely argued that the demand for nurses in California has sharply risen in the past and will continue to steadily grow in the future due to the population’s ever rising demand for healthcare (Rickles et al, n.d.). The trend is that individuals residing in California are increasingly utilizing hospital facilities, with around 4 million patients being released from hospitals in 2003, a 7% increase from the figures recorded in 1998.Advertising Looking for essay on labor law? Let's see if we can help you! Get your first paper with 15% OFF Learn More The total population of California has also expanded by at least 8% between 1998 and 2003, and is projected to continue expanding in the future. Still, California’s elderly population is increasing by the day, impacting heavily on the demand of nur ses since the elderly requires more medical attention than any other age-category. Other influences on the demand side include the reimbursement approaches employed by health insurance plans, federal regulations on nurse staffing ratios to meet the required nurse-to-patient ratios, aging of the Registered Nurse work force, natural attrition, and personal wealth (Rickles et al, n.d.). Influences that determine the supply of nurses into health facilities based in California seems so much constrained to meet the ever rising demand. The supply of nurses in California is mainly influenced by the duration of the nursing educational program, new graduates, input of retired nurses who may wish to return to active employment, external recruitment of nurses from other states, licensing requirements for new nurses, and sourcing of nurses from other countries (Rickles et al, n.d.). Supply of nurses is also determined by the number of students nurturing an ambition or interest to train in nursin g. Rickles et al (n.d.) posits that â€Å"†¦for the first part of the 20th century, licensed nursing was one of a few occupations widely open to women†¦As career opportunities expanded for women in the second half of that century, however, nursing had to compete with other attractive professions for new entrants† (p. 105). It is therefore prudent to argue that the enhanced labor market prospects for women have worked to diminish the supply of nurses. Lastly, the supply of nurses in California has been given a lifeline owing to the relaxation of some U.S. immigration regulations. How Nurses Pay is Determined and Structured The pay for nurses must be determined based on the local labor situation and the forces of supply and demand (Clanton, 2009). When a health facility faces a shortage of nurses as it is the case in California, the net effect on the market equilibrium in competitive market situations would be an increase in nurses’ pay. Other factors that may influence the market equilibrium and hence determine the nurses pay include costs of living prevailing in the state, consumer price index (CPI), and fluctuations in the purchasing power of the American dollar (Rickles et al n.d.).Advertising We will write a custom essay sample on Labor Market Research for Nurses in the State of California specifically for you for only $16.05 $11/page Learn More Furthermore, federal regulations such as the nurse-to-patient ratios are likely to increase the nurses’ pay as states fight to attract more nurses to keep up with the set legislations. Lastly, the professional bodies representing the nurses may play a fundamental role in determining their pay. The pay structure for nurses in the state is determined by a number of factors, namely the level of education and experience, position in the labor force, duration of service, level of specialty, nationality, and station of duty (Rickles, n.d.). Towards Increasing the Su pply of Nurses The concerned stakeholders need to offer more monetary and non-monetary incentives to attract more nurses and trigger more students to enroll in nursing schools. The federal government of California should step in to guide the labor market for nurses by offering more funds to schools for training purposes aimed at boosting supply. To further enhance supply, the central and federal governments should further relax immigration restrictions for qualified nurses from other countries to join the labor market (Rickles, n.d.). The retired nurses who have the capacity to continue in the service should be encouraged to apply through offering incentives such as bonuses and flexible working hours. Lastly, the government should chip in and assist the health facilities meet the escalating labor costs associated with enhancing the nurse-to patient ratio as per the regulations put in place (Clanton, 2009) Reference List Clanton, S. (2009). Nursing: Labor Market Research. Web. Rickle s, J., Ong, P.M., Spetz, J. (n.d.). California policy options. Supplying California’s needs for Nurses. Web. Hausellberg, W. (2010). Registered nurses in California looking at a glowing demand. Web.Advertising Looking for essay on labor law? Let's see if we can help you! Get your first paper with 15% OFF Learn More

Monday, November 4, 2019

American Women in World War II

At the beginning of the Second World War, American citizens had a sense of unity. Men choose to enter the forefront off work and family, but women leave home for the first time and inherit the work left by their husbands. In 1943, many magazines chose to draw women's diligence. These articles concentrate their story on working women and make their non-traditional work better. If they make these small and hardworking jobs exciting and noble, they may think that more women will start participating in the work. Prior to World War II, Hispanic women were reluctant to work at home and were more irritated than other American women. During World War II, the widespread change in the role of women as a result of the necessity of family labor affected the role of Spanish women who served as secretary and nurse, Isabel Solis-Thomas and Elvia Solis was born in Veracruz, Veracruz, Mexico. The Solis family moved to the United States and moved to Brownsville, Texas. When World War II broke out, the two sisters voluntarily became roses from women of all races across the country, welded the pipes, and repaired the cargo ship. Mrs. Thomas Solis said recruiters wanted to climb a dangerous place on the ship to short skin, short skin women. She stated that he worked 9 hours a day, 6 days a week, beating and sealing the steel bar accurately and intentionally. An American woman of Asian Americans entered the military service for the first time during the Second World War. The Women Army (WAC) recruited fifty Japanese American women and Chinese American women, sent them to the military information service language school in Snellingburg, Minnesota, and received military translation training. In 1943, the Women Army recruited a Chinese-American woman to serve as aerial WAC. Air Force WAC provides various tasks such as interpretation of aerial photography, air traffic control, weather forecast.

American Women in World War II

At the beginning of the Second World War, American citizens had a sense of unity. Men choose to enter the forefront off work and family, but women leave home for the first time and inherit the work left by their husbands. In 1943, many magazines chose to draw women's diligence. These articles concentrate their story on working women and make their non-traditional work better. If they make these small and hardworking jobs exciting and noble, they may think that more women will start participating in the work. Prior to World War II, Hispanic women were reluctant to work at home and were more irritated than other American women. During World War II, the widespread change in the role of women as a result of the necessity of family labor affected the role of Spanish women who served as secretary and nurse, Isabel Solis-Thomas and Elvia Solis was born in Veracruz, Veracruz, Mexico. The Solis family moved to the United States and moved to Brownsville, Texas. When World War II broke out, the two sisters voluntarily became roses from women of all races across the country, welded the pipes, and repaired the cargo ship. Mrs. Thomas Solis said recruiters wanted to climb a dangerous place on the ship to short skin, short skin women. She stated that he worked 9 hours a day, 6 days a week, beating and sealing the steel bar accurately and intentionally. An American woman of Asian Americans entered the military service for the first time during the Second World War. The Women Army (WAC) recruited fifty Japanese American women and Chinese American women, sent them to the military information service language school in Snellingburg, Minnesota, and received military translation training. In 1943, the Women Army recruited a Chinese-American woman to serve as aerial WAC. Air Force WAC provides various tasks such as interpretation of aerial photography, air traffic control, weather forecast.

Saturday, November 2, 2019

Realism in the Modern World Essay Example | Topics and Well Written Essays - 1500 words

Realism in the Modern World - Essay Example Courbet was a painter but he also wrote a great deal about his thoughts regarding where art would go in the future since it was clear that technology would soon be replacing the importance of the painter as a recorder of visual imagery. The camera was a brand new technology, but it proved that man would soon have the ability to click a button and create, without brush or easel, an image of their loved one. In the face of this modern change, Courbet suggested â€Å"painting is an essentially concrete art and can only consist in the representation of real and existing things†. However, the primary technical concern of Courbet seemed to be to deviant from a strictly pictorial interpretation of what is meant by ‘real’. This included elements such as abandoning some of the ‘rules’ of in order to capture a more natural flow of line and form. By retaining rough elements of the painting such as sketching lines or other ‘mistakes’, Courbet felt he was more accurately representing both the moment being expressed on the canvas and the felt emotion of the moment as it was experienced by the artist. He continued to refine his ideas of the real as an abstract concept held within the mind thanks to his continued associations with the ‘rough’ people of the fields and industries, finally writing to a friend in 1850, â€Å"†¦ in our so very civilized society it is necessary for me to live the life of a savage. I must be free even of governments. The people have my sympathies, I must address myself to them directly† .

Thursday, October 31, 2019

Global environment Research Paper Example | Topics and Well Written Essays - 2500 words

Global environment - Research Paper Example Over the time, the elevation in the population rate declined the natural reservoirs. In other words, the natural resources are coming under intense pressure with its vast usage by the population that is creating a threat to the health of the entire population of the world. Moreover, it is also creating a warning sign for the social and economic development as well. This is due to the reason that natural reservoirs have come under consumption to the maximum level in the process of production as the inhabitants principally count on these resources the most, consequently, drastically impacting the environment on a global basis. â€Å"However, one of the principal and leading challenges that the planet Earth and its entire human race is encountering while crossing the threshold into the twenty first century is the universal environmental pollution and the climatic variation that comes under alliance to it. In addition, this global environment wears and tears are in a continuation process, which has become one of the foremost and focal concerns in the today’s life†. The thought that the public are exploiting the nature and the resources in order to meet the current needs gives rise to the question that are the human beings of this world deteriorating the natural resources that is one of the major needs for the future as well. According to studies and researches, it has come to an observation the developing countries with an intention to improve the living standards of the common people, these economies are utilizing the natural resources more rapidly and in a much accelerated pace than they are restoring or redeveloping these resources. As an outcome of it, these developing nations are creating a permanent and irremediable damage to the natural resources. Moreover, with carrying out an unbearable growth and expansion for the natural resources, the humankind is encouraging and giving rise to the ecological disasters that contribute to deteriorate the environment on an enduring basis. Water shortages, soil exhaustion, air and water pollution, lack of forestland and trees, and degradation of coastlines are few of the instances that are the leading contributing factors that may badly affect numerous regions and districts of the world. The records and evidences divulge the piece of information that the twentieth century was the epoch that witnessed a revolution that resulted in the strange and bizarre environmental turmoil. The human creatures and their actions and doings are the chief and salient causes that triggered such environmental turbulence. However, the global environm ent has dramatically affected the lives of not only the human beings but also the other living creatures such as marine life, plants, animals and many other types of species. Moreover, these environmental risk and jeopardy embrace shift in average temperature and the weather, weakening of the ozone layer, ecological change, urbanization and

Tuesday, October 29, 2019

Analysis of Martin Luther King Jr.s I Have a Dream Speech Essay

Analysis of Martin Luther King Jr.s I Have a Dream Speech - Essay Example It was a primordial cry of pain, a primitive urge to be released from bondage - which materialized in the moving words and sonorous sentences that found utterance in a relatively unknown pastor more than forty years ago, on 28th August 1963, at the steps of the Lincoln Memorial in Washington DC: This is not a cleverly crafted political speech, but in many ways the unrestrained outpouring of the "hope that springs eternal in human breast." It does not have a subtlety in it that needs to be analyzed by the scholars, but it has a sublimity that can be felt by every person who has a longing heart. No true poem, or any profound work of art can be subject to analysis as such; Martin Luther King's electrifying speech falls into their category. It was an expression of creativity, pure and simple; in fact, more specifiacally, it is an outcome of a very intriguing concept that King alludes to in his speech: creative suffering. Suffering transfixes the human mind. We must have all experienced it. A sharp thorn pierces our foot, and at that very instant, the whole structure of our mind, indeed our very notion of ourselves, evaporates into thin air even if only for a split second. That space of emptiness can at times be very conducive to creative perception. It is a space that can also come into existence inside a human being by virtue of sheer empathy; a feeling for the suffering of our fellow people. This is the space from which Jesus acted and spoke, this is the space within the soul that compelled Martin Luther King too to embark on a mission to liberate the black people. Though no one generally associates creativity with Jesus Christ, his life was indeed an expression of a deep creative force. So was the life of Martin Luther King. Jesus' life was a representation and response to the suffering of humankind. Martin Luther King's life was too, in its own way. I am not unmindful that some of you have come here out of great trials and tribulations. Some of you have come fresh from narrow jail cells. And some of you have come from areas where your quest - quest for freedom left you battered by the storms of persecution and staggered by the winds of police brutality. You have been the veterans of creative suffering. Continue to work with the faith that unearned suffering is redemptive Let us not wallow in the valley of despair, I say to you today, my friends. And so even though we face the difficulties of today and tomorrow, I still have a dream. From the anguish and agony of the human soul is born the wellspring of creativity that seeks to take life to a new level of freedom and fulfillment.

Sunday, October 27, 2019

Drug abuse and addiction

Drug abuse and addiction Abstract Drug abuse and addiction is a common problem in the world and is everywhere you look. With this disorder so common, the truth is shed on the misconceptions that people have about drug abuse and addiction. This paper provides a brief overview of drug abuse and addiction, while also looking at the aspects of epidemiology, pathophysiology, social problems, and ethical problems that might present with emergency medical responders. Addiction and abuse; what does it mean; who does it affect? Addiction and abuse are often confused with each other. Abuse occurs whenever a substance is used usually alcohol or illicit drugs while on the other hand addiction can occur in a wide variety activities and substances. Addiction is defined as compulsive need for and use of a habit-forming substance (as heroin, nicotine, or alcohol) characterized by tolerance and by well-defined physiological symptoms upon withdrawal; broadly: persistent use compulsive of a substance known by the user to be harmful. (http://www.merriam-webster.com/dictionary/addiction) Addiction is not always a habit-forming substances, it can also include such things as sex, gambling, video games, or even the internet. Even so, the main focus of society is still on drugs, alcohol and tobacco. Some characteristics of the epidemiology and pathophysiology will be discussed along with the social impacts that addiction may cause and any ethical issues that mig ht be found with addiction and emergency medical service providers. The study of addictive behavior is relatively young. According to Dr. Volkhow (2010) science only began to study addictive behavior in the 1930s. Before this, scientists that were studying drug abuse were plagued with shadows of misconceptions and myths of the nature of addiction. But with the discoveries today and with the information of how chemicals work in the brain and the ways it alters it there is a better understanding of drug and alcohol addiction. According to Dr. Dryden-Edwards (n.d.) Drug addiction, also called substance dependence or chemical dependency, is a disease that is characterized by a destructive pattern of drug abuse that leads to significant problems involving tolerance to or withdrawal from the substance, as well as other problems that use of the substance can cause for the sufferer, either socially or in terms of their work or school performance. More than 2.6% of people suffer from drug addiction at some time in their life. (http://www.medicinenet.com/drug_ abuse/article.htm) Common substances that are abused and that become addicting are alcohol, amphetamines, anabolic steroids, caffeine, cannabis, cocaine, ecstasy, hallucinogens, inhalants, nicotine, opiates, phencyclidine, as well as sedative, hypnotic, or anti-anxiety drugs. Though drug and alcohol addiction is considered a mental- health problem, there is no single cause that can be determined. Though some people believe that abuse and addiction is a genetic disease, this is false. There is a predisposition to develop the drug dependency due to ones environment. Epidemiology: The social risk factors for drug abuse and addiction include the male gender, being between that age eighteen and forty four, persons of Native-American heritage, lower socioeconomic status, and unmarried marital status. According to state statistics residents of the western United States are more susceptible to substance abuse and dependency. While men are more prone to developing alcoholism, women seem to be much more vulnerable to alcoholism at much lower amount of alcohol consumption, due to lower average body mass that males. (Dryden-Edwards, n.d.) The combined medical, economic, criminal, and social impact costs Americans upwards of half a trillion dollars a year. Every year abuse of drugs and alcohol contributes to the deaths of 100,000 Americans, with tobacco contributing to an estimated 440,000 deaths per year. People of all ages suffer the harmful consequences of drug and alcohol abuse and addiction. Babies can be affected while still in the mothers womb if she is to use dr ugs or alcohol, which will cause birth defects and slow the intellectual development in their later life. Adolescents often act out, perform poorly in school and often drop out if they are abusing drugs. They are more at risk or unplanned pregnancies, infectious diseases, and violence. Adults and parents are also affected, often clouding their cognitive abilities. With all of the exposure, the stage is set for the next generation to step right in to the addictive lifestyle. Pathophysiology: Addiction mainly affects the brain, but affects cascade throughout a persons organ systems. Drugs and mind altering substances that can be abused target the bodys natural reward system either purposefully or unintentionally causing over all euphoric effects for the user. These effects come from the dopamine, which is a neurotransmitter that regulates movement, cognition, emotion, feelings of pleasure, and motivation. Dopamine is released naturally to reward the body for natural behaviors and initiates a cycle to repeat the behavior. The dopamine neurotransmitter floods the reward system that is usually secreted in limited amounts from routine actions such as eating or even sex. The brain views this as a life-sustaining activity due to the reward system being activated. When the chemical substance is introduced into a persons system and the euphoric effects are achieved, the individuals brain makes a note that some important event is happening and it teaches itself to do this action a gain and again as a force of habit. (Volkhow 2010) The taking of an illicit drug can cause a person to act on impulse when the reasons system of the brain would delay or prevent an action. This system is bypassed, leading to an undesired activity that can potentially have a negative consequence on the users life. Though some of the effects of drugs and chemical substances are euphoric at times, other times the substance can cause paranoia, depression, and suicidal thoughts. (Dryden-Edwards n.d.) If use of the drug continues, the brain becomes acclimated to the influx of dopamine in the reward system. This leads to the reduction of release of dopamine and the number of dopamine receptors in the system itself. This in turn affects the users ability to achieve the desired effects of the used drug. This response by the individuals brain causes them to try to reactivate the receptors by increasing the amount or dosage of the drug to achieve the same dopamine high. This effect is known as a tolerance. With long-term abuse of a drug, changes occur to other systems in the brain. The neurotransmitter glutamate which also is part of the reward systems can be altered which causes an inability to learn. When the optimal level of glutamate is off balance the brain attempts to compensate, which in turn affects the users cognitive function. (NIDA 2011) When the brain has become accustomed to the effect of the drug, dependence is formed and cessation of the drug abuse will cause an event referred to as withdrawal. While most symptoms of withdrawal are at most uncomfortable for an addict, there are also some serious symptoms that can include tonic-clonic seizures, myocardial infarction, stroke, hallucinations, and delirium tremens. (Melemis 2011) Social, Ethical Issues and The Impact on EMS: The consequences of addiction and abuse are evident in a persons social life. The destructive behavior of addiction affects everything from work to their personal life, even from the beginning of the abuse. The signs of addiction from the physical stand point include a changing of sleeping habits and changes in eating habits, which contribute to both weight loss and weight gain. Recurrent drug abuse leads to the lack of meeting important obligations at home, school, or work. (Dryden-Edwards) Other affects of addiction can include family disintegration, domestic violence, child abuse, failure in school, and loss of employment. Subjects with addictions tend to be risk takers and thrill seekers. With the changes in the reward system of the brain, the subject expects a positive reaction before they take a substance which satisfies their need for risk or thrills. Impulse control is hard when their drug of choice is around people with addiction. This feeds the addiction even more. (Nash J ohnson, 2007) The impact on the emergency medical services is immeasurable. The calls caused by addiction can vary from trauma to a medical overdose. The role of the emergency medical provider in calls for an overdose patient requires the paramedic to find out what and how much the patient took, and what the proper medication is to reverse the condition that the patient is currently experiencing. Along with the calls comes the danger. With possible violent outbreaks by addicts, the paramedic has to be aware of his or her surroundings while trying to calm the patient. Patients experiencing withdrawals can hallucinate an entire event and incorporate the paramedic in it, causing the patient to become violent towards their care provider. Addiction is a very dangerous condition and can be considered a psychiatric problem, which needs to be treated with a certain diligence and suspicion. In the realm of EMS the occurrence of calls for addiction are rare since it is not really an emergency situation. The occasion does arise if a patient is experiencing violent symptoms of withdrawal or has overdosed on a substance. The patient could appear to be in an agitated state or even be unconscious. There is no predetermined way to handle a patient experiencing addiction related problems. They main key is to treat the patients symptoms. All patients need to be put on supplemental oxygen via nonrebreather if it can be tolerated. Intravenous access should be obtained with an infusion of normal saline to help flush out the patients system. If the patient is in an agitated state or seizing, a sedative should be administered, such as valium or versed. Beware, with the administration of benzodiazepines the risk of respiratory depression or failure is present. If the patient is experiencing an overdose of an opiate and their breathing is shallow or nonexistent the administration of Na rcan 0.4 to 2 milligrams, but beware to administer this drug slowly and titrate it to where the patient can breathe just enough to sustain life. If airway and breathing problems persist then intubation should be considered to secure the patients airway. Rapid transport with due regard is suggested so that the patient can be evaluated and the hospital staff can begin their detoxification. The world of addiction is harsh and unforgiving if one is not willing to leave it behind. Some people say that addiction is all in the head, and my research verifies this. The affects on the brain from forming a learned habit is rewarded in much the same way such as eating or drinking. The reward system practically gets destroyed by the drugs or substances being used by the influx of neurotransmitters released. With the receptors becoming desensitized, the subject will need to increase the intake of the substance to achieve their high. The repercussions of the abuse and addiction become apparent after time when the violence and compulsiveness takes over. The physical tolls, including depression and illness can be debilitating at times. The only way to decrease drug abuse and addiction is to educate the public. The best prevention is avoidance.

Friday, October 25, 2019

Looking Backward by Edward Bellamy Essay -- utopia, insomia patient, go

Essay Option 2: Looking Backward: Government and power imbalance from 1887 – 2000 The vision and ideas in Bellamy’s book Looking Backward that stronger government would create a utopian society were mainly related to the power imbalance developing in the gilded age, the ideas of social theorists like Henry George, workers’ rights movements known as unions and the actions of government leaders in the 19th century. In Bellamy’s book, a major theme in Julian’s journey through the year 2000 and throughout the comparison between 1887 and 2000 is that there is a vision of strong government control over multiple aspects of life more so in the dream 2000 than had been in 1887. Many of those included jobs, education, shopping and business related commercial aspects and people’s daily lives. The most important aspects of life that the government controlled were Jobs and Education because without those, there is no society. Looking Backward is about Julian West, a thirty-year-old insomnia patient born into the 1800’s. During the 19th century, the majority of the world was impoverished and the wealthy people wanted to help but they believed that there was no way to do so without losing their wealth. Julian planned to marry his fiancà ©, Edith Bartlett when their house was built but there were many builder strikes going on at the time and the house wasn’t going to be built for another year. Decoration day was a holiday that had honored union workers and Julian celebrated this holiday with Edith’s family. Due to Julian’s insomnia, he had built a secret sleeping chamber underground to aid in proper sleep. Dr. Pillsbury put Julian to sleep every night but was offered a new job and had to leave. Julian was in such a deep sleep that night and wa... ...d age, the ideas of social theorists like Henry George, workers’ rights movements known as unions and the actions of government leaders in the 19th century. In Bellamy’s book, a major theme in Julian’s journey through the year 2000 and throughout the comparison between 1887 and 2000 is that there is a vision of strong government control over multiple aspects of life more so in the dream 2000 than had been in 1887. Many of those included jobs, education, shopping and business related commercial aspects and people’s daily lives. After looking deeper into the book, the most important and frequently mentioned aspects of life were Jobs and Education because without those, there is no ability to have a higher functioning society beyond poverty and day laborers. Works Cited 1. Edward Bellamy, Looking Backward: 2000 to 1887 2. Retrieving the American Past

Thursday, October 24, 2019

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

When I first walked into the stimulus room, I initially felt it was very much associated with time. There were the sound of clocks ticking in the background, there were also many pictures of clocks scattered on the floor. As I looked around the room I noticed it was clearly divided into three different sections. In the right hand section of the room, divided off by police tape, there was a television playing a video showing a baby in a womb, children playing, and then a pair of eyes. The video then showed the children grow into adults. This was followed by a sign being put up about adoption and fostering and then went back to show the image of the baby in the womb. The images were repeated continuously. Also in the section was a baby in a cot, nursery books, a hopscotch marking, several newspapers on the floor with the headlines about ‘Rape', a mirror, empty wine bottles, a train ticket with the destination, ‘To meet my first born' and also written on the floor was ‘ Dear Diary, Today I met up with some of my friends†¦ ‘. I think the overall theme of this section of the room was the ‘past'. The baby, nursery books and hopscotch marking all represent childhood and growing up. I also think there were many more themes within the section; the hopscotch could also represent the journey through life or the stages of life. The train ticket with the destination ‘To Meet My First Born' could represent life as a journey. The mirror could represent reflecting back on your past, similar to the ‘Dear Diary', this could show how you reflect back on your past or your childhood through a diary you may have kept. The newspapers, ignoring their headlines, could show how you can look back on the past, but not go back. The police tape dividing off that section of the room could also mean that there's no going back, you cannot cross the police line back to the past. The baby and the nursery books, I think simply show the beginning of life, where it all began and highlighting the innocence of a young life. The empty wine bottles, I think show the stress of growing up, the bad times of your past. The newspapers with the headlines about ‘Rape' also show the darker side of your past, something you may want to forget. The video playing a continuous loop shows the life cycle, the baby in the womb, the children playing, then growing into adults. The flash of a person's eyes could mean the images on the video were being looked at through someone's eyes; it was perhaps their memory of growing up. The scene showing a sign about fostering and adoption could show perhaps that the baby in the cot was adopted, or that as you grow older you may not be able to have children. Often couples have to think about adopting or fostering a child. The whole section could represent one person's life. Perhaps they are reflecting back on their life after realising they in fact were adopted. They may look back realising that most of their life was a lie, many parents who adopt wait until their child is eighteen before telling them they were adopted. This could show the child looking back at his or her life, adjusting to the fact he or she did not come from where they had been lead to believe they had. The empty wine bottles could show the stress of learning the truth about your past. The mirror could show how they reflect back at their life, or that you are still the same person within throughout your life. Although your physical appearance changes, and that's what the mirror shows, you still remain the same inside. The quote, â€Å"Give me the child until he is seven, and I will show you the man† explains how you develop your characteristics by the age of seven and they remain with you for life. As I continued to look around this section of the room, I started to think more about the newspaper headlines, ‘Serial Rapist'. I started to see a pattern immerging, the headline about rape, the police tape, the empty wine bottles. This could all show a story about someone getting raped, perhaps the baby in the cot was a result of this and then put up for adoption, the mother may have turned to alcohol to deal with the trauma of being raped. The mirror, as well as reflecting back on your past could represent simply looking at your reflection, feeling self-conscious. Perhaps as a result of rape, the girl could feel very insecure and unhappy with her own appearance. The mental torment of being raped could lead her to believe that the image she sees in the mirror is worthless and damaged due to being raped. In the centre section of the room, there were lots of paintings of melting clocks scattered on the floor, a globe, a large drawing on the floor of a clock without any hands, there was also a real clock on the floor. There was a large projection of the painting ‘Scream' by Edvard Munch, a table set out for two people, there were lots of newspapers along the right hand side of this section and also newspapers with only a headline but no other text along the left side of this section. I think the overall theme of this section was the ‘present', but like in the past section I think there are many more themes within it. The paintings of melting clocks could show how time is running away, how fast life can go at times and that you should live each day to the full as you don't know whether it'll be your last. The large drawing of a clock on the floor, with no hands could back up the idea that this section of the room is ‘present' as there is no time in the present because when you have a fixed time, it is in the past. It could also represent ‘any time', the fact that there are no hands could mean that you don't know when anything will happen, you cannot predict the future. The real clock on the floor shows the reality that time really is slipping away, seconds tick by all the time, everything you do will suddenly become the past and you cannot change that. The ‘Scream' painting shows a person standing on a bridge with their hands to their face, screaming. This could represent trauma and crisis in life, the person on the bridge is perhaps thinking of ending their life and jumping into the river below, or maybe just needed a place to escape to, to reflect back on his or her life. The fact that the person is screaming could mean they are going through a hard time or they are thinking back to a scarred childhood. Like the wine bottles in the past section it could just represent the unhappy times in someone's life. Many other paintings by Edvard Munch include the same bridge or pier, maybe this is a reflection on Edvard Munch's life, it could be a place he liked to go when life was getting on top of him, to look back at his own life. The painting can represent many other things, for example the fear in people's life, perhaps it represents death, or the fact many people are afraid of the idea of death although everyone has to face it. The newspapers bordering the past and present section means that whatever is printed in the newspapers is always in the past, you can look back at it by reading the newspapers but you cannot visit it. Whereas the newspapers with only a headline and no other text represents the present and future, there's nothing to write in the newspapers because you don't know what is happening at this very moment or what is going to happen next, as soon as it has happened, when you read something in the newspaper, it is already the past. The table for two, set out neatly with two plates, two sets of cutlery and two wine glasses I think represents the opposite of the ‘Scream' painting, the happy times in life; love and friendship. It could represent a marriage, or even just two close friends. The globes could show the journey through life, or the fact that all over the world everyone is living at the same time, everyone has a past, and a present. Everyone has their own problems in life and however big and important yours are, somewhere across the world someone has their own to deal with and your problems are of no significance to them. I think this section could link into the storyline of the past section, the ‘Scream' painting could represent the trauma the rape victim went through or even how the child felt after finding out it was adopted. The table set out for two could show the happier times in their life, maybe the reunited mother and child after many years apart or it could represent a life getting back on track after a terrible event, sharing times with friends and family. The melting clocks show how time was dripping away and how you can never get it back, years would have been wasted being depressed and recovering from the trauma of being raped. In the left section of the room there is a table set out for one, a train ticket with a destination ‘To propose to Fiona', a large question mark drawn on the floor, a coffin draped in a black cloth with a rose on top, a vase of flowers, a bundle in a black cloth next to the coffin with a rose on top, a gravestone with no name or date, the words ‘Dear Diary.. ‘ written on the floor but with nothing following and on the floor, there was a white cloth. The overall theme of this section of the room was the ‘future'. The table for one, is linked to the table set out for two in the present section of the room, this could show death of a partner or divorce or even friends falling out. The white cloth on the floor could show the blank future, nothing has been written on it yet. It could also represent heaven and peace when you die. The coffin represents death, the black cloth draped over it could show how many people fear death. The coffin had a rose placed upon it, this shows love and how when you are gone, there's always someone still alive, missing you. The coffin could be linked to the table for one, it could explain that the partner or friend died. The black cloth next to the coffin could show something connected to the person in the coffin next 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 again can represent the love of someone you've left behind. The large question mark drawn on the floor could represent many things, how the person died or the fact that its unknown as to what happens when we die, or that we don't know what the future holds. The ‘Dear Diary†¦ ‘ without any thing written after shows that we don't know what is going 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 train 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 but she didn't feel the same, leaving him alone, represented by a table set out for one. The gravestone had nothing written on it apart from: RIP In loving memory of: Born: Died: I think this shows that we don't know when we are going to die, or who is going to die, when. This also shows that everyone will die, even though we don't 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 want to show their respect 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 also link into the storyline of the other two sections. The bundle of cloth next to the coffin could represent an abortion, perhaps the rape victim had chosen to have an abortion. There would be no coffin because the baby was unborn but the rose still shows how there was still love for the unborn baby. The gravestone again could represent an abortion, there would be no name, or birth date as it hadn't been born. The large question mark could represent the unknown mother and father perhaps of the adopted child, it could have been an abandoned baby. It could also 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 poems; ‘Time after time', ‘Funeral Blues' and an extract from ‘Ecclesiastes' in the bible. All of these tie into the three sections of the room and the overall theme of time. They also relate to the many other themes in the room, ‘Funeral Blues' by W. H. Auden is obviously 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 Sunday rest' It is from the point of view of someone left behind, someone now alone left to cope with the death of a partner. This could relate to the table for one, a partner dying and how the person will miss them. ‘I thought that love would last forever: I was wrong. ‘ The extract from ‘Ecclesiastes' in the Bible, links into the idea of past, 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 shouldn't something to be scared of as one day everyone will face it. The poem also includes many opposites, love, hate, war and peace, and explains that in everyone's life there will come a time to do all these things. ‘a time to love, and a time to hate; a time for war, and a time for peace. ‘ Development The first piece of practical work we developed from the stimulus room, was based on the Ecclesiastes poem extract from the Bible. We focused on four particular lines from it: ‘a time to love, and a time to hate; a time for war, and a time for peace. ‘ We had to create a tableaux image of the four strong words in the poem; love, hate, war and peace. The first image out group started to work on was ‘love'. We decided each member of our group would hold a still image that represented various kinds of love. Georgina and I held a still image of two parents cradling a baby, showing their love for that child and each other. In this image I played the father, holding the baby whilst Georgina played the mother gazing lovingly at the baby, our facial expressions were happy to show our love for one another and the child. We also started to think about different kinds of love, not only love for other people but love for other things in life. Eliot decided to hold the image of someone eating a burger; this was to represent someone's 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 getting married in a wedding ceremony. Looking lovingly into each others eyes, they showed their love for each other, the most common kind of love. Katie played a screaming fan at a concert, overjoyed to show her love for a particular band. We then started to think about the still image we would hold for ‘hate'. Georgina and I, instead of cradling the baby, we held the image of two separated parents, fighting over custody for the child. We represented this by, Eliot playing the child and Georgina and I pulling at each of his arms to show our love for one another had gone and now we hated each other because we both wanted care of the child. We weren't 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 freeze frame to show a big argument, they all had raised arms and very angry expressions, this showed their hate for one another. The next still image we worked on was ‘peace'. Instead of all holding different still images to represent this, we all stood in a circle and held hands. This showed that everyone in that circle were friends, there was no war or conflicts between us, everyone was happy and smiling. The last freeze frame we had to create was for ‘war'. We decided to show different kinds of war, the typical kind of war and also conflict and war between friends and family. We represented the typical kind of war between countries by Eliot laying dead on the floor whilst Andy and I stood over him holding guns, we had hateful looks on our faces as we looked down to the man we had killed. Georgina, Katie and Fiona represented war and conflict between friends and family by all standing with their backs to one another, with stern expressions. We also had to use the convention of ‘melt and morph' to link each of our four images. We decided to create a still image that we would start, finish and use between each of our four images. Our image that we would use to morph between the four freeze frames we created was all of us, standing with our heads down 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 then back afterwards. I think the way we linked the images worked effectively because it showed four definite states; war, peace, love and hate. Also it showed the easy transition from peace to war, love to hate and represented how easy it is to go from one to the other. The characters I played in this piece were; a father in the still image for ‘love', a father in the still image for ‘hate, I was part of the circle in our representation of ‘peace' and I played someone having just killed another person in ‘war'. In the first image, I stood as the father looking very happy and lovingly at my child with a big smile on my face. In the second image, I had a more serious and hateful expression, despising 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 but satisfied look on my face as I stood over the body I had killed. The next piece of practical work we did was based on the same poem but we had to concentrate on the lines of war and hate. We were asked to think about why it would say in the bible that hate and war are justified. We then had to create a scene or imagery to explain why hate or war would be justified. The storyline our group came up with was about a very happy family, until the mother 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 cope and walks out to leave the children alone. The children then start to argue over control of the family and the two eldest boys 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 mother had died, when they needed him most. He left them on their own just because he felt he couldn't cope with being a single parent with four children. We based this story around a family photograph. Our first scene showed a typical family photograph, everyone smiling with arms around each other, the mother and father standing at the back with their four children kneeling in front of them. Everyone spoke occasionally saying things like, ‘Smile for the camera! ‘ and ‘Say cheese! ‘ From this perfect picture we went to the scene 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 front. The children were arguing in the back and, I, who played the father, was reading the paper in the front, leaving the mother to drive and control the children. Soon after, there are screams as the car crashes, we represented this by all slowly moving forward, we froze with our heads on our knees for a few seconds then gradually sat up again, looking weary and in pain. Fiona, who played 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 music to emphasize the feeling of grief and unhappiness in the family. We again stood in the same position, ready for a photograph to be taken. I, playing the father, try to get everyone to smile saying, ‘Come on now kids, it's what your mother would've wanted, smile for the camera'. We then all froze for a few seconds to show the photograph, everyone looking deeply unhappy and not like they wanted to be there. After this I step forward, walking through the children, I turned towards them and said, ‘I'm really sorry, I just†¦ an't cope' and then walk out of the picture. Here we went back again to the family photograph, this time it's only the children in it. The two oldest children, who Eliot and Andy played 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 well. Then we are left with Ruth and Katie sitting on the floor, reflecting on their family falling apart, imagining what it would've been like if it was their father who died instead 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 sitting in the car with my head on my knees. In this performance I played 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 character was grieving his dead wife, I showed this by looking very upset, but forcing a smile to try and encourage the rest of the family to smile for the photo. After this the father had decided he couldn't 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 couldn't cope I spoke very quietly and slowly. We used many conventions in this performance; flash back, tableau (freeze frame) and slow motion. A flash back is where you move from one scene to another scene in the past. We used the flash back when we showed how the mother died and why she had dropped out of the picture. This worked well as it informed the audience as to why she wasn't in the next family photograph and why the family started to fall apart. We also used slow motion. Slow motion is when characters in the play act a lot slower than normal. We used this when we showed the car crash. I think it made the performance look more professional, rather than all falling on the floor, we all fell forward in slow motion and the fact that the mother didn't get up showed her death, I think this worked well. A tableau or a freeze frame is where characters on stage freeze in fixed positions. The freeze frames we used on every family photograph worked well because each one was different. There were less family members on each photo and for the remaining family members, their expressions grew sadder to show how distressing it was to see your family, leaving. We also added music after the crash to add more emotion and sadness to the picture. The music grew louder and stronger until it stopped when the family was reunited. I think all the conventions worked really well with our ideas and added more emotion and feeling to the piece. The next part of the stimulus room we created a performance from was the ‘Scream' painting by Edvard Munch. We had to create a piece of drama explaining how someone would get into such a state to pull this ‘scream pose' and then the aftermath. Firstly, we brainstormed ideas as to why we think the person in the painting was screaming, who he was and what happened. We came up with many ideas about the person having no friends or family, maybe being out of a job or just being generally depressed about his life. For our performance, we firstly had to create a walk of the character down the pier as shown in the painting. Eliot played our main ‘scream' character; we had to do this first movement piece to music. To begin our piece, we decided not to have the character walk down a ‘pier' but instead to walk through the passage way of a train. The central 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 reasons as to why he is depressed and lonely. As Eliot went to sit down at every seat on the train, someone would walk that little bit 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 completely ignored Eliot. As the central character was slow he would never manage to get a seat and ended 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 Eliot's anger building up, he was sick 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 thought it looked much more professional. The passengers he was shouting at simply glanced at him thinking he was a lunatic and carried on with what they were doing. For instance I played 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 build up of Eliot's 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 scene, we were told to create scenes to describe 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 by creating three scenes that are flash backs to his earlier life. We started with a flash back to when he was a small child. Eliot and Ruth as his sister went running up to their mother, played by Fiona, to show off paintings they had both done in school that day. The mother immediately dismisses Eliot's and leaves the room with his sister, constantly praising her work. This scene showed he was in constant competition with his sister for their mother's attention, but how Eliot was never appreciated 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 luck 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 spending the dance with. Everyone was dancing 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 boss, but his boss ignored the idea and soon after gave the tea lady 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 turned 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 leading him to walk along the pier. After this scene, we showed Eliot, 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 symbolising life and death, him stepping over the line showed his suicide, jumping off the bridge. At this point everyone who had turned their back on him turned around and held an outstretched arm, as if to try and catch him. After this scene we had to create a scene to show peoples reactions to finding 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 played the boss in the flashback of the job and in the line I said, ‘I should've given him a chance, I never listened to him' and then we repeated 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 wasn't being ignored but being fully appreciated, this was to show the ‘what if' scenario, what if they had listened, what if they hadn't ignored him, he wouldn't have 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 taking his own life. In this piece of drama I played a man sitting on the train and also Eliot's 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 straight 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 wasn't interested in Eliot's ideas, more so interested in the cup of tea I was soon to be enjoying. I completely dismissed 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 good idea. When I played this character I was very snappy and couldn't 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 ashamed of my actions towards him, when I said that I wish 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 considerate boss, welcoming his new idea with opening arms, I played this very kindly towards Eliot and always smiling. The conventions we used in this piece of drama were; slow and fast motion, freeze frame, flash back, mime and also used music at the beginning of the performance. We used 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 used the fast motion on the train scene with everyone else on the train apart from Eliot. This helped 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 finding life. We then used a freeze frame when Eliot did the ‘scream pose', this worked well as it showed the link to the painting we used as our stimulus. We then used 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 speaking a word, but still moving your lips as if you were, we used this when 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 emotion and also symbolises the character in a way, he is shouting and screaming but the audience can't 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 Eliot's past to show why he felt so alone. The conventions all worked really well with the piece and helped the audience understand why the character is feeling the way he is. For our next piece of drama, we looked at a theme within the stimulus room. We looked at the ‘childhood' theme found in the past section of the room. We firstly had to brainstorm what we thought linked to childhood in the room. The hopscotch, the baby, the nursery books and the children playing on the video all tie into the childhood theme. All these objects relating to childhood had a sense of innocence and youth. We brainstormed significant 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 nativity play. * Playing in the school playground. * On a bouncy castle at a party. * Learning to ride a bike. * Writing letters to Father Christmas. Telling scary stories at a sleepover. We firstly had to create tableaux images or short scenes of these memories. For our first scene, the nativity play, our group all stood in a line as if on stage at a school play. Georgina and Katie were arguing loudly about the role of Mary shouting, ‘I wanted to be Mary! ‘, Ruth played a young girl, transfixed by the audience, smiling stiffly and waving, I played a young boy on stage desperately needing the toilet and dancing about ready to wee myself at any moment and Eliot played a young boy who walked off stage half way through. We all acted very childish and how you would 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 game 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 bounce there quite happily on my own. Our fourth scene, learning to ride a bike, showed Eliot learning to ride a bike, being taught by Georgina whilst the rest of us played parents and other adults 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 letters to Father Christmas we all laid down on the floor reading as we wrote. I lay there and as I wrote was saying, ‘Dear Santa†¦ I have been a good boy this year.. We made it very clear we were children by speaking 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 telling 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 repeat them all but with one thing different in each; the scene had to be tainted with a bad memory. For our nativity play scene we showed Eliot playing a young boy running off crying because his mum hadn't 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, tainted. It could even perhaps be a first of a long line of memories in the boy's life of people not being there for him and he may find it a lot harder to trust people in the long run. A small difference in the past could affect the future a lot more. For the playground scene, Georgina who was chasing me in the playground, deliberately pushed Katie over when she was playing hopscotch and carried on running. This could affect Katie's adult life, by having this memory tainted; Katie might feel more insecure as an adult and live her life in the shadow of others because of a small bullying incident 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 tainted memory of being left on your own while the other children go off and play somewhere else could have a big affect 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 he's older so that there'll always be someone there. In the repeat of the learning to ride a bike scene, the adults weren't 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 tainted memory could be very influential in later life, the boy may not want to try new things, won't want to tackle challenges in fear of being left alone to try and cope with them. In the repeat of the writing letters to Santa scene, one of the children shouts out, ‘Santa's not real! , although a small, laughable incident, looking back, this could change a child's life in that they won't be able to trust or believe other people as much and find it difficult to rely on other people. In the tainted scene about telling scary stories, after we had fallen asleep one of the children had a nightmare 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 adult life, as she could be easily scared and worried that she will be alone. After creating 6 scenes of childhood memories and 6 scenes of tainted childhood 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 waiting on stage in a theatre, ready for the curtains to go up. Each character said their own thoughts aloud before they went on stage. For my character I said, ‘Oh why didn't I go to the toilet before I came on?! It's 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 thoughts, 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 good parts'. Eliot, whose parents didn't turn up in the nativity play said, ‘I know they're not going to be there, they never turn up'. This shows how the tainted memory of the nativity play has been affecting 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 piece of drama 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, embarrassed that I'm 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, dodging 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 wasn't interested, more interested in talking to my friend about the football 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 shocked when someone said that Santa wasn't real, as if my dreams had been shattered 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 made such a mistake again. When I said my thoughts I said it with nerves in my voice and embarrassment saying, ‘Why didn't I go to the toilet?! ‘. The conventions we used throughout this piece of drama were; flash backs, freeze frames, repetition 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 childhood 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 details. 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 depth 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 someone's 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 newspapers 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 hadn't taken the detour on the way home from the pub, 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 night 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 introduced the characters as they walked to the centre stage. Georgina told the audience about Katie's bubbly personality, how she was always up for a good night out. Fiona introduced Eliot as a typical ‘lad', told the audience his love for women and how he'd 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, protecting 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 suppose 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 frozen, Georgina, Fiona and I walked on stage and started circling the freeze frame, we all acted as if we were going about out daily lives. I was on the phone 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 Globe 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 done by clicking the fingers. I think this added suspense as the drama could be immediately stopped at any precise moment and also made the audience feel more involved. 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 distressed and confused. She was saying things like, ‘this is not right, it's 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 Katie's jacket and did up Eliot's tie. She stood in the scene to show that it was her it had happened to, then Ruth's character of Katie got a phone call from her boyfriend, this is who I played. I was asking her 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 wouldn't have ever met Eliot in the alley and it wouldn't have happened at all, The first Katie didn't get a phone call from her boyfriend before she took the detour down the alley and ended up getting raped. As our performance continued, we showed the same character, Katie, in two different lives, one went home to her boyfriend the other had been raped. Ruth's 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, ‘I've been thinking about this for a long time now, I want to spend 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 things 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, ‘I've been thinking about this for a long time now†¦ ‘ Katie walked on by, ignoring me, her boyfriend, muttering quietly, ‘I don't 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, Katie's boyfriend has been left on his own, he was about to ask the most important question of his life and his girlfriend, who he doesn't know has been raped, walked straight past ignoring him. After this scene, the second Katie, who didn't get raped is showing off her engagement ring to her friends played by Georgina and Fiona, in the pub. Although we didn't show it, Katie said yes to her boyfriend and now she is happily engaged. Eliot's character, the rapist, is also in the pub. As this Katie hasn't ever come across him she doesn't know who he is but as he walks past her and her friends, Katie kept staring at him and can't help thinking why she recognises him. She doesn't know why, she doesn't 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 beginning, they are walking towards each other. This time it is Ruth's character of Katie having just left the pub. They freeze in the same positions as Eliot and Katie had done before. So even if Katie had got a phone call from her boyfriend and went back to the house, if she hadn't walked down the alley that night, she still ended up in the situation of rape. This shows that even with the ‘what if', Katie got raped either way. It shows you can't live life thinking, ‘what if I'd 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 knowing of the rape that was also happening, this is to represent that everywhere everyone is getting on with their lives while you maybe going through such trauma. I also played Katie's 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 didn't 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, ‘Will 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, informing them of details about the play or about the characters in it. Some characters used thought tracking and spoke to the audience in character, to show their inner 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 Katie's lives, the Katie that did get raped and the Katie that didn't. This showed how taking just a small detour on your way home could affect your life completely, this added more depth to the piece, being able to see, visually the ‘what if' scenario. Cross cutting is where you switch from one scene to another, freezing in-between. The conventions were all very effective and added more emotion to the piece, being able to hear the characters inner thoughts and also kept the audience more informed with the story and the characters in it. Evaluation 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 effective 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 our group heads down in a smaller circle and then we all together stepped back and held hands. I think this was effective 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 improved it by showing the typical kind of war, between countries, not by having a dead body on the floor and two men standing over him with guns. I didn't 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 mood 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 hidden 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 the 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. Other 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 symbolic 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 revisit the flashbacks in a ‘what if' situation, the characters on finding out about Eliot's 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 wouldn't 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 character's 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 we 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, we 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 wasn't 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 someone's 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 someone's happy childhood memory and someone's 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, what her life would be like if she had been raped and if she hadn't. 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 didn't. 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 hadn't taken a detour home she would have got raped anyway so you shouldn't go through life thinking, ‘what if I'd done something differently? ‘ It also wrapped up the piece and was a good ending. Another idea I added was to have the narrators 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 Katie's 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 hadn't 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 becoming a rapist.