Stand by Me Essay Example

Stand by Me Essay The film, Stand By Me shows the story of four young boys, Teddy, Gordy, Chris and Vern who go on a trip. The trip is to find the body of a boy who is their age who was hit by a train. The film takes place in the summer holidays between the end of junior school and the start of high school. It is set in a small-town in Oregon in the 1950s. The town is presented to us with the impressions of innocence yet it appears that the town is far from it. Children smoke and frequently swear, the complete opposite of the stereotypical view of the 1950s. The film looks to be set for young people varying in age from 12 to 16. Although if there was less or no swearing it would probably be fine for even younger viewers. Another reason why the film is attractive for viewers is the fact that it has a mixture of comedy, drama and action. The scene that I will be analysing is the Bridge Scene. This scene is a pivotal scene in the film as the bridge acts as a transition from childhood to teen life. It also shows the boys stop working as individuals and more as a unit. The scene shows how Vern and Gordy come very close to death. Earlier in the film the boys had a close encounter and it seems that in a way they are attracted to it. Earlier the boys were in a scrap yard waiting for Gordy to return from the convenience store. When he left, the other boys Chris, Teddy and Vern, were talking and when Chris returned they had gone out side the scrap yard. Gordy had to run from the owner of the yard and his dog as they chased him to the gate of the yard. He only just made it out without getting caught. However, this seems like a minor scrape when compared to the pivotal bridge scene. We will write a custom essay sample on Stand by Me specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Stand by Me specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Stand by Me specifically for you FOR ONLY $16.38 $13.9/page Hire Writer As the boys begin to approach the bridge an atmosphere of happy, innocent naivety is created. The popular 50s hit Lollypop is playing and Vern and Teddy are singing along and dancing which makes the boys look very innocent. As they approach the bridge, the camera rises and the true size of it is revealed. As they start to cross the obstacle in front of them we get the impression that a train will arrive or something dangerous is going to happen. The director has cleverly used a wide array of camera shots varying from Extreme Long Shots to Low Angle Shots. When the scene starts there are a mixture of shots including Long Shots, Mid-Shots and Two-Shots. The sequences are longer here giving the impression of a problem free atmosphere. When the boys reach the bridge the camera is at waist height of the boys and slowly tracks up to just above their head height. From a point on the top of the valley sides Extreme Long Shot are taken and each shot seems to make the bridge look bigger and bigger. It also makes the boys look smaller and smaller. There is also another purpose for these shots in that they show the turquoise water and the green of the trees and shrubbery of the valley. When Vern drops the comb the director uses seemingly minor details to add to our sense of apprehension and his face is shown in a Close-Up, the camera then quickly changes to a shot through the eyes of Vern. As the comb falls the film is cleverly slowed down to make it seem like it is taking almost minutes to reach the water. This adds to the tension by showing if the worst came to the worst there would be no chance in jumping to the river below, as they would die. The drama really begins to build up when an Extreme Long Shot shows the smoke of the train. This shot shows the train through the eyes of Gordy. A Close Up of Gordy is shown in slow motion showing him shouting train and warning the others. This is clever as it shows the fraught danger multiply by the inclusion of a large black steam train. Once the train is made obvious to the audience another Extreme Long Shot is shown showing Gordy and Vern, who were quite far behind Teddy and Chris, only half way across the bridge with the train getting closer and closer to them. The camera is tracking Vern and when he falls it stops with him. When Vern gets to his feet again the camera shows a Long Shot with him at the front and the train behind him. The train looks closer than it actually is by using this type of shot. The director keeps switching between the Extreme Long Shot and the Long Shot. This prepares the audience for a disastrous event in the near future. When Gordy dives on Vern moving him out of the way of the train a Medium Long Shot is shown showing the train speed past. It provides a moment of relief after the extreme tension. Sound effects also play a part in creating the tension. In the wooded tunnel at the start of the scene the music of Lollipop is heard. As the boys turned the corner to the bridge music fades to silence. This adds the tension as the viewer has the impression that they dont know what is about to happen. As we see the boys looking over the bridge we can hear the natural noises like the wind and the nature around them. As they continue again we can only hear the wind and the creaking of the bridge. As the train appears around the corner the peaceful, tranquil, natural noises are ended by the loud horn of the train warning the boys to get off the bridge. As the train is revealed we can hear the screams and shouts of the boys but mainly the horn, the whistle of the steam and the loud pistons of the train. The effect that this has on the audience is to create a sense of impending doom symbolised by the huge black train. The sound effects play a vital role and are almost executed perfectly. As in the lighting the sound effects are very natural apart from the Lollypop at the start of the scene. The lighting in this scene appears very natural. There is only really one moment when additional lighting is obvious. This is when Gordy shouts train and his whole face is lit up and looks very pale. If he shouted this and there was no additional lighting there would be shadows around the eyes, below the nose and below the lips. When the boys are in the in the tree lined tunnel there are natural shadows. The natural light is also on show as the boys cross the bridge. As the train is behind the boys there is additional use of shadows on the boys to reinforce the image of black. Even colour plays a part in creating atmosphere. The colours in this scene cleverly mix between the natural colours and the black of the train. Around and before the bridge there is the brown of the bark and the green of the beautiful healthy looking leaves, plants and other shrubbery. On the bridge the natural look continues with the green and turquoise looking water. The metal, modern for the time, looking bridge blends in well with the landscape. As the train appears the natural beauty of the area begins to end. Usually trains billow white, cloud like smoke which is actually water vapour, yet in this scene the train appears to billow a dark shade of grey smoke which adds to the darkness of the train. The clothes that Vern and Gordy are wearing contrast the dark black of the impeding train. Again to add to the black of the scene the train looks to have been freshly painted black. This makes it look tougher and more scary. An accumulation of all these effects show near death in a be tter way than if the train was white for example. The director has shown great use of creating tension on the bridge scene. The main part of this scene is when the train is following Vern and Gordy. He or she does this well by filling the whole screen with the black. I think that the scene is very well put together and good usage of natural light and colours are used. Although it is not that noticeable if you are not specifically looking at this one scene. Yet if the director didnt use natural effects it probably would be noticeable.

Adolescent Treatment Therapy essays

Adolescent Treatment Therapy essays Adolescents who seek substance abuse treatment, as a sizeable proportion of the substance treatment community, fail to reduce their substance use, or resume use following treatment. It is however important to recognize that adolescents present with difficult challenges while entering treatment. As their counterparts, adults enter treatment through highly internalized reasons: child custody, court order, family, ready to change, while adolescents see treatment as a mandate that is persistent with the adult social network aimed at controlling youth and their decisions. Among programs that have served adolescents treatment outcomes, most studies have not documented the interventions sufficiently to allow program duplication. This void leaves programs pointing the finger. Who is to blame for adolescent relapse? Lack of social support, mismatch of treatment modality? Dare we say parenting or economics? Role models and mentors are factors for preventing substance use, is it so for recovery? Do youth continue to use because they havent experienced rock bottom or the trauma of years upon years of living a life of addiction? Whatever the answer this evaluation examines various individual and program factors that may explain or predict treatment process. The research and topic derived for this paper was sought out through the UNLV librarys Journal search engine. The article was found in the Journal of Substance Abuse Treatment, volume 27, Issue 2, September 2004, pages 123-134. The title of the article is Evaluation of a group-based substance abuse treatment program for adolescents. The article looked at adolescent out-patient treatment, marijuana abuse, alcohol abuse, criminal activity and treatment outcomes. With adolescents most in need of treatment more likely to drop out of treatment prematurely the research team looked at two theoretical models of substance abuse treatment and recovery which...

Sight Vocabulary for Word Recognition

Sight Vocabulary for Word Recognition Learning the sight words for word recognition is critical for reading success. The majority of the words used in written English follow certain rules which govern the relationship between the symbols and the sounds. We call those phonics. Unfortunately, the words we use most frequently are irregular, and they are not spelled the way they sound, words like said, these and thought. These we call sight words, because you need to be able to recognize them immediately. Students who struggle with text really struggle with sight vocabulary. Learning sight vocabulary requires teaching and frequent re-teaching, as well as lots and lots of practice recognizing the words. Dolch High-Frequency Words There are couple lists, the Fry High-Frequency List, made up of 600 words, and the Dolch High-Frequency Words  made up of 220 high-frequency words and 95 nouns frequently found in childrens books. The Fry list is ranked from most frequently used to least frequently used (of the 600 words, not all 240,000 or so according to Boston University. The Dolch words represent about 75% of all the words we encounter in writing. Direct Instruction Programs, like Wilson Reading or SRA, teach some sight vocabulary in each lesson and are sure that students see those words as they are learning to decode the regular words which conform to the phonetic rules of English. Using the Dolch High-Frequency Words The word lists for Dolch High-Frequency Words begin with pre-primer words, the words most frequently used to glue together the nouns and verbs we use to express ourselves. There are five levels and a noun list: Pre-primer, Primer, 1st grade, 2nd grade, 3rd grade, and Nouns. Children should have all of the Dolch Words mastered before they begin second grade. Assessment: The first step is to simply present the words, beginning with the pre-primer words on flash cards (follow this link) and testing until a student can recognize no more than 80% of the words on each level list. Check off the words the students know on the checklists provided. Practice in Context: Leveled reading programs, such as Reading A-Z or SRA will provide lists of sight vocabulary and lists of new vocabulary either on the cover or on the page (Reading A-Z) where the item is found. Use the checklists to track which words you are using as you complete each list. These checklists can also be used to write and monitor IEP goals. There are enough columns to collect data over several weeks. Drill and Games The flashcards can also be used for practice as well as games or concentration. Dolch Around the World: Present pairs of students each of the flashcards. When a child gets it right, he or she moves on to the next student and they compete to recognize the card first.Dolch Concentration: Have two sets of cards. Have students play with a limited number of cards including some you want them to learn.Dolch Snap: Have students time each other with a stopwatch, to see who can read them the quickest. Dolch High-Frequency IEP Goals When presented with flash cards, John will read 32 of 42 (80%) of Pre-primer High Frequency (Dolch) Words, 3 of 4 consecutive trials.When presented with flash cards, Susan will read 90% (36) of the First Grade Dolch Words, 3 out of 4 consecutive trials.

Spread of disease Essay Example | Topics and Well Written Essays - 500 words

Spread of disease - Essay Example The humoral theory was the hub of cause of disease in the European world till it was phased off by the germ theory that was first conceived in the sixteenth century. It took three centuries for the germ theory to be completely developed and it was accepted in the nineteenth century (Thargard, 1997). Robert Koch made the first discovery of the cause of disease where he postulated bacterium as the cause of tuberculosis in 1882. In 1932, Prontosil drug was discovered by Gerhard Domagk as the drug that could eradicate the microbe that Koch had stipulated. Moreover, in 1944, streptomycin was discovered and proved to be the most efficient treatment in killing the microbe. This served as the genesis of treatment regimes which are currently aimed at treating the symptom, eradicating the cause, and changing the course of the disease hence altering the spread of the disease (Thargard, 1997). Latest technology in the twentieth century has led to a more pragmatic approach to spread of disease since it has led to the discovery of nutritional, genetic and immunological causes of disease. The discovery of these aspects has made individuals learn the roles that nutrition plays in preventing spread of disease and also the immunological aspects that sanitation plays in preventing the spread of disease. Genetically, sanitation has progressed since it has aided in the discovery of how some aspect in an individual predisposes them more to acquire infection compared to other individuals. Consequently, knowledge of the immune system has led to the development of vaccines that aid in the protecting the spread of disease. Inventions have also been made in treatment modalities like laser, surgeries, chemotherapy, and radiotherapy all aimed in preventing the spread of disease (Thargard, 1997). Hippocrates a Greek philosopher existed between 430 and 330 B.C. He was a key player in the spread of disease theory since he coined the humoral theory that served as a

Economics regarding Oligoploy markets Essay Example | Topics and Well Written Essays - 2250 words

Economics regarding Oligoploy markets - Essay Example Perfect competition has always been considered to be best for the consumer and is favoured by nations. It is the ideal situation where all similar or identical products are available simultaneously to all buyers. This would make it impossible for both buyers and seller to influence prices. Demand and Supply will determine price at any point in time. In the real world however there is little evidence of such conditions. In the continuum between monopoly and perfect competition Oligopoly has raised its dreadful form to the detriment of the consumer. This is the situation where a few sellers, usually three or four, control the supply side and influence the customer to accept their product or service along with the price they dictate. What is not so obvious is that they also force their supply chain to accept this dictatorial attitude to get the best prices and terms. The beauty of this entire operation is that both consumers as well as the supply chain consider the oligopoly as their benefactor and willingly subscribe to their ideology. Even the state is fooled by them into the false thinking that they contribute positively to the economy by providing huge job opportunity and creating excellent platforms for increasing efficiency and quality. But the fact is that an oligopoly is exploitative although it appears to be benign; and when it hurts it is often too late to help the stakeholders. An Oligopoly is a cluster of companies that deal with similar products or services and offer them within a very narrow band of prices to the consumers. It makes a great show of perfect competition as prices and products are similar and the intensity of rivalry is perceived through their aggressive and persuasive promotional tactics. On the surface, externally, there is great fanfare of competition and competitive advantage but in reality there is great conformity amongst them. An

Video Game Addiction Essay Example for Free

Video Game Addiction Essay In recent years there has been a great increase of children spending too much time playing video games rather than spending time reading books or school related curricular activities. As a result, because children are being introduced to video games at such a young age, they are becoming addicted, resulting in poor academic performance and also affecting their social skills. Video game addiction has been categorized ad an â€Å"addiction† since it’s similar to other addictive behaviors, demonstrating that it can last for years and not solely a symptom of comorbid disorders. Electronic gaming has exploded in popularity and for some children has become their primary recreational activity (Olsen, et al. , 2007). As new technology and new video consoles are released, both children and adults are attracted and end up buying these new consoles. Tech savvy adults like to have the latest technology which leads to the purchase of the products and their children are exposed which leads to an addiction. Studies have shown that, (Weinstein 2010) in different countries have used different scales to assess prevalence of computer game addiction. There have been a whole host of case studies in the medical literature reporting some of the adverse effects of playing video games (21, 22). These have included auditory hallucinations (23), enuresis (24), encoprisis (25), wrist pain (26), neck pain (27), elbow pain (27), tenosynovitis- also called â€Å"nintendinitis† (28–31), hand-arm vibration syn- drome (32), repetitive strain injuries (33), and peripheral neuropathy (34) (Weinstein 2010)Video game addiction has been categorized as (Douglas, et al. , 2011) pathological video game use, commonly called video game â€Å"addiction†. It is considered â€Å"pathological† because of its similarities to â€Å"gambling† addiction, since it’s begins as entertainment, but then progresses to an addiction. Players lose sense of time and control and find playing fun and rewarding, but then becomes dysfunctional because it affects the child’s social growth and their school curricular activities as well as outdoor interest. Users may play compulsively, isolating themselves from other forms of social contact, and focus almost entirely on in-game achievements rather than broader life events (Weinstein 2010). Parents and families are also affected because they find themselves dealing with the child’s addiction that it makes it difficult to monitor the children 24/7. However there are major concerns among parents and Doctors that spending too much time playing video games may eventually put a stress on the child’s social engagement other peers and rather prefer isolation to continue playing these videos games. Others suggest that consumer should be informed about the potential addiction risks that can be attributed to playing video games (Van Rooij, et al. , 2009). Warning messages about [overuse of video games] risks have never appeared before [ such as those found] on leisure products such as bicycles, swings, soccer balls, and guitars, making these specific warning messages very atypical and unusual (Van Rooij, et al. , 2009). However now there are Centers that can be found in different countries including the US that specialized in these types of addiction to assist the children and their families overcome this pathological addiction. According to findings that after children were treated at this Centers and after treatment the gaming hours did reduce a fair amount, with significant progress.

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humans are by far the most complex species on this planet. we have knowledge, emotions and the ability to know and choose from right or wrong. oooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooo oooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooo... ...ooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooo

Life of Hitler Essay

The book, written by Alan Bullock deals with the whole life of Hitler, from his unknown early stages through his progress to supreme absolute power and then his final weakening and suicide in the bunker as Russian shells fell around him. The author divides the story into three main sections. The first covers with Hitler’s early life, his rise to party leader in the years following the First World War, and his gaining of the Chancellorship in 1933. The second part deals how he consolidated his position and extended his power once he was in office. The third and final part is regarding his actions in the Second World War. Hitler settled in the army, speaking his mind in opposition to the Jews and Communists greatly to the consent of his seniors. In 1919 Hitler was invited to a meeting of the Deutsche Arbeiter Partei or DAP, the German Workers Party which really embraced of only a few dozen constituents. During this meeting, a spokesperson called for the unification of Austria and Germany. Right away, Hitler shouted, refusing the very thought of a union with the non-Germanic areas of Austria but echoed the words of his educator: that all Germans everywhere should merge to form a single nation. He received an invitation to join the party the next day. Hitler was not excited about this offer; he had sought to organize his own party and not join one as â€Å"incompetent† as the DAP. However he was still fascinated to the faction and after a couple of days of careful discussion he accepted. Number 555, a number which sounded remarkable unless you knew that the party’s numbering system started with 500, this was the number of Adolf Hitler as a DAP member. This undersized group of malcontents- rapidly to be known as the Nazis-had established its head, the nonconformist and former tramp that would lead them to supreme power and their country to ultimate destruction. Even though there is a surprising disparity between the darkness of Hitler’s origins and the unquestionable power he later on acquired, it is noteworthy how accurately his later thoughts and behavior were predicted in his early years. Certainly, as he himself mentioned, his examinations barely distorted at all from those he set forth in Mein Kampf. More than once he expressed quite openly what he projected to do as soon as he acquired power; the error his generations made was not to take him sincerely. The German politicians thought that they could make use of Hitler to broaden their own ends, but it was the other way around, it was Hitler who used them. It is complicated to stay away from a feeling of grudging respect for the skill with which he deceived and controlled them. Although Hitler was absolutely deceitful, trusting no one and willing to mislead, betray, eliminate, and do anything else that was desirable to achieve his ends, it is notable how cautious he was to circumvent open irregularity. When it appeared at one point likely that the Nazi party would be started of its aims, a number of his associates sought to stage a coup, but Hitler declined to do so. And in reality he did eventually become Chancellor legitimately, although, as soon as in power, he rapidly maneuvered himself into a position where he could do whatever he wanted without any kind of constitutional limitation. The total lack of hesitation that characterized Hitler’s advance to power continued to be apparent once he became Chancellor. His conduct on the world stage was basically a larger version of his earlier pretense, deception, and eagerness to use violence when it appeared likely to give. He had an insightful idea of the failing of others, playing on Joseph Chamberlain’s wish to avoid confrontation with the same skill he had used to deceive his opponents on his way to power. And, at least primarily, he sustained to examine the forms of legality in international relationships; his takeover of Austria was, in appearance, by invitation rather than by invasion. One of the most significant data about Hitler is the capacity he evidently obsessed to govern people. His appearance was unremarkable and his mind ordinary and vulgar, still he was capable to enforce his will on almost everyone around him, that is, the main exception seems to have been the Russian foreign minister Molotov. Bullock makes a comment on this power but was not able to explain it except by stating that Hitler’s gaze had a strange hypnotic character. This, nonetheless, would only have been successful at close quarters; his dominance of large public meetings must have been by reason of something else. Hitler himself explained what this depended on: not logical argument but feeling, emotion. â€Å"It is not objectivity, which is a feckless attitude, but a determined will, back up by power where necessary. † The author is good on the supporting cast list. Hermann Goering, the readers would probably think of as a fat figure of fun, and definitely this is what he became in his later years, but in earlier times he was powerful and played an essential part in the rise of the Nazis. Mussolini, however, appears as relatively unimpressive. The Italians appears to be always hesitant and frequently unenthusiastic allies, considered enormously as second-class by the Germans, nevertheless Hitler seems to have had an indisputable fondness for Mussolini himself. There are good descriptions of Himmler, Goebbels, and the arrogant and unbearable Ribbentrop. Reasonably there is not much humor in this manuscript, but it does consist of an entertaining account of an insulting disagreement between Goering and Ribbentrop. Another touch of humor comes from Hitler’s symbolic demand to quote, â€Å"When in my entire life did I ever tell a lie? † The conflict with Britain was involuntary and Hitler by no means completely understood why the British declared war on him. He had not projected a general war in 1939. Once in progress, nevertheless, the early successes rapidly led to him to the view that he was perfect, and in future, he frequently rejected the suggestions and recommendations of his generals, taking the supervision of the war into his own hands and giving out the most comprehensive commands. When things began to be unsuccessful he turns down to allow retreat in any circumstances and therefore wasted his resources, not to mention the lives of his troops, in hopeless last-minute stands. One of the many qualities of this fascinating account is its justification of Hitler’s apparently confusing pronouncement to attack Russia, a pronouncement that was ultimately the major reason of his defeat. The author makes clear, it was always Hitler’s objective to battle the Russians; his purpose from the start was to spread out towards the East, not the West. And the Russian movement possibly would have ended differently had Hitler been agreeable to listen to the advice of his generals to concentrate on taking Moscow rather than pursuing subsidiary aims. Bullock is categorical about the guilt of Hitler in the Final Solution. Even though it was Himmler who carried out the rule of extermination, â€Å"the man in whose mind so grotesque a plan had been conceived was Hitler. Without Hitler’s authority, Himmler, a man solely of subordinate virtues, would never have dared to act on his own. † Hitler and Himmler had secret meetings at which nobody else was permitted to be there, except seldom Bormann, and no record of these subsists. In the last part of his life Hitler’s understanding of reality had become shaky, his physical and mental corrosion being probably go faster by the quack remedies directed to him by his personal doctor. Even so, his political insight had not abandoned him. He predicted that, after the war, there would be only two Great Powers, USA and the Russia, who would engage in a trial of strength, either military or in the fields of economics and ideology. These two would rule the world between them until the nationalisms Asian, African, and perhaps South American should arise. The author uses many first-hand sources, like Hitler’s Mein Kampf and other Nazi leaders’ record, dialogues, articles and depositions in trials such as Nuremberg, for instance, Goebbels’, Otto Dietrich’s, Roehm’s, Gisevius’s, Rosenberg’s, etc. , and other significant actors’ of the period, such as Mussolini, Ciano, Schuschnigg, Ludendorff, Churchill, and Weizacker. His bibliography seems quite comprehensive and as complete as could likely be for the period, and is separated into time periods and subjects. One of the first items observed here is certainly the almost overwhelming amount of information pertaining to the psychological makeup of the dictator and the many reiterations of certain mindsets such as Hitler’s being a sufferer of his own propaganda. This information also tries to give details everything from Hitler’s detestation of the Jews to his consistent mindset, and his motivation to lie and run roughshod over anything in his direction. Some examples can be found all through the book, but the author also makes an effort a more or less complete physical and mental outline of the Fuehrer in chapter 7, â€Å"The Dictator†. The representation of Hitler given here may also seem a fragment simple and tied down to only a few aforesaid characteristics. Several statements in the book seem unnecessary or self-obvious: Hitler is referred to as having an â€Å"almost inexhaustible fund of resentment†: actually, a completely inexhaustible fund of resentment would be closer to the point, as he is still full of that particular emotion in his political testament, especially towards the Jews. Moreover, phrases like â€Å"the fat, bald party treasurer† have no precise value in this biography, and could have easily been left out. All in all, the book may be considered as a biography and historical recital, except during the final â€Å"War-Lord† section, where it seems to get caught up in military details. It might also be considered a difficult read because of the killings described and the general feeling of dissatisfaction that the subject suggests in the reader. Readers can only question, from the self-evident descriptions, terms and speeches evoked by the author, how come the German people, in addition to the other concerned countries’ people and leaders of that era, didn’t see the coming adversities as obviously as the author puts down them out for us to see. Reference: Bullock, Alan. Hitler: A Study in Tyranny. New York: Bantam, 1961.

Reflection †IOM Future of Nursing Essay

Knowledge can give nurses greater power to take action and lack of knowledge can leave nurses powerless to provide safe or effective care ( Innocent, 2011). During this difficult economic time many recruiters prefer to hire experienced nurse with knowledge. To gain knowledge one must have education. Education makes a difference in how we perceive things, provides in depth study of nursing research, leadership, management, and helps understand social, cultural, political and economic issues that affect patients and influence care. According to the IOM report in Recommendation 4: to increase the proportion of nurses with a BSN to 80% by 2020. Increasing the level of education, increases not only knowledge but gives in depth study of other fields in nursing and research. Earning a BSN degree will make one more confident to deliver safe and quality care. Research has shown the importance of baccalaureate education in relation to patient outcomes. Nurses need to educate themselves because they are the ones who provide almost all direct patient care in the hospitals and other areas. IOM report is a wakeup call to nurses who just have their diploma or associate degree to enroll into the BSN program. Having a BSN degree is preferred in much hospital as an entry level standard. Therefore completing BSN gives more opportunities for leadership and management job, helps provide quality care and improve patient safety, and helps the nurses participate in research projects. Another recommendation put forth by the IOM is Recommendation 5: Double the number of nurses with doctorate degree by 2020. Healthcare needs more nurses with doctorates to educate nurses, lead change and advance health care in America. A higher degree of clinical skill and knowledge enhances the leadership skills and keep with the pace of  the growing demands in healthcare. Nurses need to get their doctorate which gives them more autonomy, money and power. Have a doctorate degree, helps build up on what you already know and use the clinical skill learned in research, create and bring about change for the better in the lives of the patients. There are more jobs open for a doctorate in nursing in the field of research, labs, universities, administrative positions in the hospitals and insurance company. Ensure lifelong learning as per IOM recommendation 6: Ensure learning to keep up with the demand of the changes in technology, and gain competencies needed to deliver care of diverse populations. Lifelong learning contributes to the development of knowledge and skill in nursing. A focus on continuous learning is necessary to remain current on trends, practices, and the newest treatments in the field of nursing(Wetters, 2011). Increasing education gives every nurse the confidence to compete in the job market. Knowledge and skills learned can be enhanced through education and lifelong learning experience to keep up with the pace of the growing needs of the healthcare industry. Every nurse should engage in a learning process to keep up with the challenges of this century. Nurses have given a wide scope of practice and one should take advantage of that to enhance oneself to better job where one can help train the new generation of nurses. Education will always be an assess in today’s job market as well as in the future. Every nurse should encourage and support one another to higher learning. Reference Innocent, K. (2011. January). Knowledge, A Power Source for Nurses. Nursing center. Retrieved on April, 13 from http://www.nursingcenter.com/Blog/post/2011/01/14/Knowledge-A-Power-Source-for-Nurses.aspx http://www.thefutureofnursing.org/recommendation/detail/recommendation-6 Wetters, K. (2011, January). Culture of Lifelong learning in Nursing. Fostering a culture of curiosity. Retrieved on April 13, 2013 from http://www.rightathome.net/foxvalley/blog/culture-of-lifelong-learning-in-nursing-joliet-illinois/

Effective Strategies to Maximize Student Learning Time

Effective Strategies to Maximize Student Learning Time Time is a precious commodity for teachers. Most teachers would argue that they never have enough time to reach every student, particularly the ones that are below grade level. Therefore, every second a teacher has with their students should be a meaningful and productive second.   Successful teachers establish procedures and expectations that minimize wasteful downtime and maximize engaging learning opportunities. Wasted time does add up. A teacher who loses as little as five minutes of instructional minutes per day due to inefficiencies wastes fifteen hours of opportunity over the course of a 180-day school year. That extra time would likely make a significant difference for every student, but particularly those who are struggling learners. Teachers can utilize the following strategies to maximize student learning time and minimize downtime. Better Planning and Preparation Effective planning and preparation are essential in maximizing student learning time. Too many teachers under-plan and find themselves with nothing to do for the last few minutes of class. Teachers should get in the habit of over-planning- too much is always better than not enough. In addition, teachers should always have their materials laid out and ready to go before students arrive. Another important- and often overlooked- component of planning and preparation is practice.  Many teachers skip this essential element, but they shouldnt. Independent practice of lessons and activities allows teachers to work out the kinks beforehand, ensuring that minimum instructional time will be lost. Buffer the Distractions Distractions run rampant during school hours. An announcement comes over the loudspeaker, an unexpected guest knocks on the classroom door, an argument breaks out between students during class time. There is no way to eliminate every single distraction, but some are more easily controlled than others. Teachers can evaluate distractions by keeping a journal over the course of a two-week period. At the end of this period, teachers can better determine which distractions can be limited and formulate a plan to minimize them. Create Efficient Procedures Classroom procedures are an essential part of the learning environment. Those teachers who operate their classroom like a well-oiled machine maximize student learning time. Teachers should develop efficient procedures for every aspect of the classroom. This includes routine activities such as sharpening pencils, turning in assignments, or getting into groups.   Eliminate â€Å"Free Time† Most teachers give â€Å"free time† at some point during the school day. It is easy to do when we may not be feeling the best or we under-plan. But we know when we give it, we are not taking advantage of the precious time that we have with our students. Our students love â€Å"free time†, but it is not what is best for them. As teachers, our mission is to educate. â€Å"Free time† runs directly counter to that mission. Ensure Quick Transitions Transitions occur every time you switch from one component of a lesson or activity into another. Transitions when poorly executed can slow a lesson down tremendously. When done right, they are practiced procedures that are quick and seamless. Transitions are a major opportunity for teachers to gain back some of that valuable time. Transitions may also include changing from one class to another. In this case, students must be taught to bring the correct materials to class, use the bathroom or get a drink, and be in their seats ready to learn when the next class period starts. Give Clear and Concise Directions A major component in teaching is providing your students with clear and concise directions. In other words, directions should be easy to understand and as simple and straightforward as possible. Poor or confusing directions can stymie a lesson and quickly turn the learning environment into total chaos. This takes away valuable instruction time and disrupts the learning process. Good directions are given in multiple formats (i.e. verbal and written). Many teachers select a handful of students to summarize the directions before turning them lose to get started on the activity. Have a Backup Plan No amount of planning can account for everything that could go wrong in a lesson. This makes having a backup plan critical. As a teacher, you make adjustments to lessons on the fly all the time. Occasionally, there will be situations where more than a simple adjustment is needed. Having a backup plan ready can ensure that learning time for that class period will not be lost. In an ideal world, everything will always go according to plan, but the classroom environment is often far from ideal. Teachers should develop a set of backup plans to fall back on should things fall apart at any point. Maintain Control of the Classroom Environment Many teachers lose valuable instructional time because they have poor classroom management skills. The teacher has failed to gain control of the classroom environment and establish a relationship of mutual trust and respect with their students. These teachers are continuously having to redirect students and often spend more time correcting students than teaching them. This is perhaps the most limiting factor in maximizing learning time. Teachers must develop and maintain effective classroom management skills where learning is valued, the teacher is respected, and expectations and procedures are set and met beginning on day one. Practice Procedural Steps With Students Even the best intentions fall by the wayside if students do not truly understand what is being asked of them. This problem can be easily taken care of with a little practice and repetition. Veteran teachers will tell you that the tone for the year is often set within the first few days. This is the time to practice your expected procedures and expectations over and over. Teachers who take the time within the first few days to drill these procedures will save valuable instructional time as they move throughout the year. Stay on Task It is easy for teachers to get distracted and veer off topic from time to time. There are some students who, frankly, are masters at making this happen. They are able to engage a teacher in a conversation about a personal interest or tell a funny story that captivates the classes attention but keeps them from completing the lessons and activities scheduled for the day. To maximize student learning time, teachers must maintain control of the pace and flow of the environment. While no teacher wants to miss out on a teachable moment, you dont want to chase rabbits either.

Lemuria the Ancient Roman Day of the Dead

Lemuria the Ancient Roman Day of the Dead The upcoming holiday of Halloween may  derive, in part, from the Celtic holiday of Samhain. However, the Celts weren’t the only ones to appease their dead. The Romans did so at numerous festivals, including the Lemuria, a rite that Ovid traced back to the very founding of Rome. Lemuria and Ancestor Worship The Lemuria took place on three different days in May. On the ninth, eleventh, and thirteenth of that month, Roman householders gave offerings to their deceased ancestors to make sure their ancestors didn’t haunt them. The great poet Ovid chronicled Roman festivals in his Fasti. In his section on the month of May, he discussed the Lemuria. Ovid alleged that the festival got its name from â€Å"Remuria,† a festival named for Remus, Romulus’s twin brother whom he killed after founding Rome. Remus appeared as a ghost after his death and asked his brother’s friends to make future generations honor him. Said Ovid, â€Å"Romulus complied, and gave the name Remuria to the day on which due worship is paid to buried ancestors.† Eventually, â€Å"Remuria† became â€Å"Lemuria.† Scholars doubt that etymology, however, instead of supporting the likely theory that Lemura was named for the â€Å"lemures,† one of the several types of Roman spirits. The Ceremony for Celebrating the Dead The Romans believed that there could be no knots present during the ceremony. Some scholars theorize that knots were forbidden to allow natural forces to flow properly. The Romans are known to take off their sandals, and walk in their bare feet while making a sign to ward off evil. This gesture is called mano fica  (literally fig hand).   They would then clean themselves with fresh water and throw black beans (or spit black beans from their mouth). Looking away, they would say, â€Å"These I cast; with these beans, I redeem me and mine. By throwing away beans and what they  symbolize or contain, ancient Romans believed they were removing potentially dangerous spirits from their home. According to Ovid, the spirits would follow the beans and leave the living be. Next, they would wash and bang together pieces of bronze from Temesa in Calabria, Italy. They would ask the shades to leave their home nine times, saying, Ghost of my fathers, go forth! And youre done. Its not black magic as we think of it today, which Charles W. King explains in his essay â€Å"The Roman Manes: the Dead as Gods. If the Romans even had such a concept, it would have applied to â€Å"invoking supernatural powers to harm others,† which doesnt happen here. As King observes, the Roman spirits in the Lemuria arent the same as our modern ghosts. These are ancestral spirits to be propitiated. They might harm you if you don’t observe certain rites, but they’re not necessarily inherently evil. Types of Spirits The spirits Ovid mentions aren’t all one and the same. One particular category of spirits is  the manes, which King defines as the â€Å"deified dead†;  in his Roman Gods: a Conceptual Approach,  Michael Lipka terms them â€Å"the venerable souls of the past.† In fact, Ovid calls the ghosts by this name (among others) in his Fasti. These manes, then, aren’t just spirits, but a kind of god. Such rituals as the Lemuria aren’t only apotropaic- representative of  a type of magic to ward off negative influences- but also  negotiate with the dead in different ways. In other texts, the interaction between the human and the manes is encouraged. Thus, the Lemuria provides an insight into the complexities of the ways the Romans regarded their dead.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   But these manes  arent the only sprits involved in this festival.  In Jack J. Lennon’s Pollution and Religion in Ancient Rome, he author mentions another kind of spirit invoked in the Lemuria. These are the  taciti inferi, the silent dead. Unlike the manes, Lennon says, â€Å"these spirits were labeled as harmful and malicious.† Perhaps, then, the Lemuria was an occasion to propitiate different kinds of gods and spirits all at once. Indeed, other sources say the gods worshippers placated at the Lemuria werent the manes, but the lemures or the larvae, which were often conflated in antiquity. Even Michael Lipka terms these different types of spirits â€Å"confusingly similar.† The Romans likely took this holiday as a time to appease all the ghost-gods. Although Lemuria isnt celebrated today, it might have left its legacy in Western Europe. Some scholars theorize that modern All Saints’ Day derives  from this festival (along with another ghostly Roman holiday,  Parentalia). Though that assertion is a mere possibility, Lemuria still reigns supreme as one of the deadliest of all Roman holidays.

Literary Analysis by Amy Hempel's. In the cemetery where AL Jolson's Essay

Literary Analysis by Amy Hempel's. In the cemetery where AL Jolson's Buried - Essay Example The narrator recalls how her only visit to the hospital was to see her best friend, who wore a surgical mask as a result of her condition and she had to do the same. Her visit had taken a quite some time because she was largely procrastinating, as the narrator did not have the courage to see her friend in such a state. From the very beginning the narrator and her friend talk about inconsequential things and then the plot sheds light on all the other fears the friend fears, such as fear of flying and fear of earthquakes; however, the main fear that the narrator is experiencing is largely the fear of losing her best friend. The story intertwines many complex human feelings such as love, attachment, communication, death and dying, and the process of grieving for the loss of loved ones. It could be deduced that despite being an aviophobe, she flies all the way to a hospital near the California coast; which is also one of the most earthquake prone areas in the United States. Thus, her wis h to see her friend during her last moment, is not only about the narrator finally confronting her friend’s imminent death but also facing all the other stimuli in her life that caused her to become increasingly fearful. (Henderson, 2001) Furthermore, the fact the narrator used to drink Canadian ginger ale and pretend that they were in Canada, is a brilliant allegory used by the author to describe the narrator’s mindset that how she uses her imagination in order to bend reality. The communication between the two friends actually the demonstrate the closeness between the two. The stories they share and the light-hearted humor that brings to the story is clearly an example of how one becomes avoidant at a crucial stage like this. The stories they share shed light in to the emotional conflict the narrator is experiencing, for instance when the narrator speaks about the first chimp was taught to speak , also lied. This shows that human beings are very similar when it comes to embracing the truth. They would lie not only for some dubious reason but the lies are in fact intended to protect them from the harshness of the truth. Therefore, out of the five stages of grief outlined by Kubler-Ross the origin of denial largely stems from the fact that the individual refuses to be honest with him or herself. The aforementioned ideas clearly demonstrate that the narrator’s fluency in the language of grief. Ideas like â€Å"the smarter knows when to disobey†¦Ã¢â‚¬ is actually another parallel that the author drew in order to underline the narrator’s for her sincerity towards her friend but at the same time, she must abandon in order to hide from the pain of watching her friend die in front of her. There are a number of other metaphors in the story that is not only appropriate to describe the narrator’s ordeal but is true for every human being. The narrator states: â€Å"So I hadn’t dared to look any closer. But now I’m doing it – and hoping that I will live through it† No one has the nerve to see eye to eye with their worst fears but certain circumstances may cause an individual to face his or her fears; even though, it may seem like their fear is so excessive that it might kill them but is obviously not necessarily so. The narrator was afraid beyond her wits, every time the thought occurred to her that her friend may die and she was close to abandoning her but yet somehow circumstances do not allow her. She believes