Definition and Examples of Narratives in Writing

Definition and Examples of Narratives in Writing The definition of narrative is a piece of writing that tells a story, and it is one of four classical rhetorical modes or ways that writers use to present information. The others include an exposition, which explains and analyzes an idea or set of ideas; an argument, which attempts to persuade the reader to a particular point of view; and a description, a written form of a visual experience. Key Takeaways: Narrative Definition A narrative is a form of writing that tells a story.  Narratives can be essays, fairy tales, movies, and jokes.  Narratives have five elements: plot, setting, character, conflict, and theme.  Writers use narrator style, chronological order, a point of view, and other strategies to tell a story. Telling stories is an ancient art that started long before humans invented writing. People tell stories when they gossip, tell jokes, or reminisce about the past. Written forms of narration include most forms of writing: personal essays, fairy tales, short stories, novels, plays, screenplays, autobiographies, histories, even news stories have a narrative. Narratives may be a sequence of events in chronological order or an imagined tale with flashbacks or multiple timelines. Narrative Elements Every narrative has five elements that define and shape the narrative: plot, setting, character, conflict, and theme. These elements are rarely stated in a story; they are revealed to the readers in the story in subtle or not-so-subtle ways, but the writer needs to understand the elements to assemble her story. Heres an example from The Martian, a novel by Andy Weir that was made into a film: The plot is the thread of events that occur in a story. Weirs plot is about a man who gets accidentally abandoned on the surface of Mars.The setting is the location of the events in time and place. The Martian is set on Mars in the not-too-distant future.The characters are the people in the story who drive the plot, are impacted by the plot, or may even be bystanders to the plot. The characters in The Martian include Mark Watney, his shipmates, the people at NASA resolving the issue, and even his parents who are only mentioned in the story but still are impacted by the situation and in turn impact Marks decisions.The conflict is the problem that is being resolved. Plots need a moment of tension, which involves some difficulty that requires resolution. The conflict in The Martian is that Watney needs to figure out how to survive and eventually leave the planets surface.Most important and least explicit is the theme. What is the moral of the story? What does the writer intend the reade r to understand? There are arguably several themes in The Martian: the ability of humans to overcome problems, the stodginess of bureaucrats, the willingness of scientists to overcome political differences, the dangers of space travel, and the power of flexibility as a scientific method. Setting Tone and Mood In addition to structural elements, narratives have several styles that help move the plot along or serve to involve the reader. Writers define space and time in a descriptive narrative, and how they choose to define those characteristics can convey a specific mood or tone. For example, chronological choices can affect the readers impressions. Past events always occur in strict chronological order, but writers can choose to mix that up, show events out of sequence, or the same event several times experienced by different characters or described by different narrators. In Gabriel Garcà ­a Mrquezs novel Chronicle of a Death Foretold, the same few hours are experienced in sequence from the viewpoint of several different characters. Garcà ­a Mrquez uses that to illustrate the peculiar almost magical inability of the townspeople to stop a murder they know is going to happen. The choice of a narrator is another way that writers set the tone of a piece. Is the narrator someone who experienced the events as a participant, or one who witnessed the events but wasnt an active participant? Is that narrator an omniscient undefined person who knows everything about the plot including its ending, or is he confused and uncertain about the events underway? Is the narrator a reliable witness or lying to themselves or the reader? In the novel Gone Girl, by Gillian Flynn, the reader is forced to constantly revise her opinion as to the honesty and guilt of the husband Nick and his missing wife. In Lolita by Vladimir Nabokov, the narrator is Humbert Humbert, a pedophile who constantly justifies his actions despite the damage that Nabokov illustrates hes doing. Point of View Establishing a point of view for a narrator allows the writer to filter the events through a particular character. The most common point of view in fiction is the omniscient (all-knowing) narrator who has access to all the thoughts and experiences of each of her characters. Omniscient narrators are almost always written in the third person and do not usually have a role in the storyline. The Harry Potter novels, for example, are all written in third person; that narrator knows everything about everybody but is unknown to us. The other extreme is a story with a first-person point of view in which the narrator is a character within that story, relating events as they see them and with no visibility into other character motivations. Charlotte Brontes Jane Eyre is an example of this: Jane relates her experiences of the mysterious Mr. Rochester to us directly, not revealing the full explanation until Reader, I married him. Points of view can also be effectively shifted throughout a piece- in her novel Keys to the Street, Ruth Rendell used limited third-person narratives from the point of view of five different characters, enabling the reader to assemble a coherent whole out of what first appears to be unrelated stories.   Other Strategies Writers also use the grammatical strategies of tense (past, present, future), person (first person, second person, third person), number (singular, plural) and voice (active, passive). Writing in the present tense is unsettling- the narrators have no idea what will happen next- while past tense can build in some foreshadowing. Many recent novels use the present tense, including The Martian. A writer sometimes personalizes the narrator of a story as a specific person for a specific purpose: The narrator can only see and report on what happens to him or her. In Moby Dick, the entire story is told by the narrator Ishmael, who relates the tragedy of the mad Captain Ahab, and is situated as the moral center. E.B. White, writing columns in 1935s New Yorker magazine, often used the plural or editorial we to add a humorous universality and a slow pace to his writing. The barber was cutting our hair, and our eyes were closed- as they are so likely to be... Deep in a world of our own, we heard, from far away, a voice saying goodbye. It was a customer of the shop, leaving. Goodbye, he said to the barbers. Goodbye, echoed the barbers. And without ever returning to consciousness, or opening our eyes, or thinking, we joined in. Goodbye, we said, before we could catch ourselves.- E.B. White Sadness of Parting. In contrast, sportswriter Roger Angell (Whites stepson) epitomizes sports writing, with a quick, active voice, and straight chronological snap: In September 1986, during an unmomentous Giants-Braves game out at Candlestick Park, Bob Brenly, playing third base for San Francisco, made an error on a routine ground ball in the top of the fourth inning. Four batters later, he kicked away another chance and then, scrambling after the ball, threw wildly past home in an attempt to nail a runner there: two errors on the same play. A few moments after that, he managed another boot, thus becoming only the fourth player since the turn of the century to rack up four errors in one inning.- Roger Angell. La Vida.

What Does a Rigorous High School Course Load Look Like

What Does a Rigorous High School Course Load Look Like SAT / ACT Prep Online Guides and Tips Chances are, you've heard the phrase "rigorous course load" before. You probably even know that this is something colleges really look for in applications for admission. So how can you ensure that your high school course load is rigorous or challenging enough? How do you balance this with getting a good GPA? How do you balance the need for rigor with your limitations, extracurricular interests, family and friends, and desire to not overwhelm yourself? Read on for our advice on choosing between harder classes and more classes, and harder classes and better grades. We also go over how many AP classes and electives you should take. What Does Rigorous or Challenging Mean? First off, what does the vague word "rigor" actually mean? Andwhy do colleges value seeing you challenge yourself? As it turns out, exposure to a rigorous curriculum in high school is a better predictor of academic success in college than theeducation level of your parents is, or even your test scores, class rank, and GPA are. And the best place to show that you've been exposed to a challenging curriculum is through your transcript. In other words,college admissions officers want your transcript to show that you are driven, hardworking, and willing to push yourself- especially since research indicates thatif you have these qualities, then you're pretty likely to be a great college student! How to Avoid Being Overwhelmed by a Rigorous Course Load A rigorous curriculum is, at heart, a balancing act. You should take the most challenging courses that are within your ability to handle.At the same time,you should pace yourself so that you're not too overwhelmed by the challenge. Part of showing good judgment and a mature level of self-guidance is being able to balance a hard course load with your extracurricular activities, job, friends and family, and other responsibilities. When in doubt, remember how many expressions there are for this exact situation:"Don't bite off more than you can chew," "Don't let your eyes be bigger than your stomach," etc. Another way to think about a rigorous curriculum is to imagine your high school experience as an uphill climb.Most of the time you want to be farther up the mountain than where you were previously, hiking up steeper and steeper terrain and using everything you've learned to help you keep going. But like all mountaineers, sometimes you need time to stop at base camp or just take a break. As long as you're mostly climbing and not mostly resting, you know you'll get to the top eventually! Sure, they climbed all the way up there. But now it's hot chocolate time! More Classes or Harder Classes? Because much of your high school course load is up to you, a classic question students often have is whether they should show more breadth or more depth. For example, if you're into science, should you take every science course available at a basic level? Or should you focus on a couple of specific subjects, such as biology or physics, and take harder honors/AP classes in them? Based on our experience, colleges tend to favor students who've taken a few harder classes instead of a lot of easier classes.According to the National Association for College Admission Counseling's (NACAC) 2017 State of College Admission Report, 52% of schools surveyed ranked strength of curriculum as considerably important in admissions. Your transcripts should show how you've taken full advantage of the challenges available to you at your school- but always within reason, of course.This means that you should take progressively more difficult classes in each topic each year rather than jumping from intro class to intro class. The general idea is to show that you're intellectually prepared for college-level studying, and that you've developed a habit of guiding yourself toward increasing challenges. This demonstrates grit, resilience, perseverance, and a mature work ethic. Why is this guy so chill? Because he has figured out his own carrying capacity perfectly. Better Grades or Harder Classes? Again, definitely opt for harder classes. Most colleges say that a transcript that shows a student has taken increasingly demanding classes is more important than a transcript with a higher GPA.The NACAC survey reported that 77% of schools surveyed believe that grades in college prep courses(i.e., core classes such as English and science), as well as grades in allclasses you take as a high school student, are considerably important factorsin the admissions process. Butgetting straight As in low-level classes, instead of trying for an honors or AP class, might suggest to colleges that you're not challenging yourself enough. It's like asking Olympic swimmer Michael Phelps to compete against 5-year-olds; colleges would rather see you get a B in an AP course than an A in a regular course. Of course, this isn't to say that all your classes should be as challenging as possible- this goes back to the whole balance thing we talked about earlier. A D in an AP course looks a lot worse than an A in a regular course! Still, you want to demonstrate that you're able and willing to reach slightly beyond your grasp.The best course of action, then, is to challenge yourself most in classes that reflect your specific interests.So if you're a science whiz, you might consider diving more deeply into calculus, biology, or physics. If you're into the social sciences, you can take economics and psychology at high levels, even at the expense of taking AP Physics. You never know what might spark your passion, though, so be open to finding challengeeven in those fields you aren’t particularly interested in now. Which Classes Should You Take for a Rigorous Course Load? Now that you understand that colleges prize course difficulty over GPA, how can you decide on the courses you should take? This heavily depends on what your high school's course options and prerequisites are. Your school has already figured out how to get you from one step to the next. What Are My High School’s Course Progressions? Planning a rigorous curriculum should start early (think 9th or 10th grade), and it should definitely take into account the way your high school has structured your learning from grade 9 to 12. Step 1: Meet With Your School Counselor Come to the meeting ready to take good notes- you're about to get a whole lot of information! It's probably a good idea to bring your parents to the meeting as well. Ask about requirements for graduation.Discuss possible ways you can progress through the required course load. Ask how many electives you can fit into your schedule.Talk also aboutthe elective opportunities your school offers. Ask about prerequisites for honors, AP, and/or IB classes.Make sure you're clear on what you need to do to start taking a higher-level class than you were in before. Ask about the possibility of independent study.This option might make most sense after you finish a particular subject’s course progression. For example, my high school offered five years of Latin (from 8th to 12th grade). A fellow Latin nerd and I took one of those years over the summer. With the help of our amazing teacher, we created a Latin 6class our senior year. This took my passion for Latin literature even further and also definitely demonstrated rigor on my transcript. Step 2: Draw a 4-Year Chart Now that you have much of the information you need, you can start to make a plan. Draw achart by dividing a piece of paper into four sections; each section represents ayear of high school. Divide each of these sectionsinto smaller rectangles, with each rectangle representing one course you'll take that year. Pro tip:Don't draw more rectangles than the number of courses you're allowed to take per year! First, fill in all the graduation requirements you learned about in your meeting. Be sure that you're planning to take a harder, more challenging class for each subject each year. Now, with the rectangles that are still blank, you can start gaming outelectives. To help you out, here are our in-depth articles on required and elective classes, from standard through AP: High school math classes High school English classes High school science classes High school history classes High school foreign language classes High school electives Right now, it'sbalanced. But what if you addone more? How Many APs or IBs Should I Take? You know what your school's course progressions are- but where do AP and IB classes fit in? And how can you know whether you're ready for these challenging classes? Read on for our tips. Am I Ready for AP/IB Material? There are a couple of different ways to check whether you areready to take an AP- or IB-level high school class: Get an outside opinion.For example, your teacher should be able to tell you whether you'd be able to handle the work load and meet the overall academic expectations. If you took the PSAT or PreACT, use your scores to see where you stand. Your guidance counselor can look at these and then tell you whether he or she thinks you're ready to take AP and/or IB classes. Where Is the Line Between Challenging and Too Much? A good rule of thumb is to try for one to three AP classes per year of high school (probably not counting 9th grade). This kind of course load definitely shows a willingness to be challenged. 11th and 12thgrade is the time to go even harder- if you think you're up to it. For example, though I took only one AP class my freshman year and two my sophomore year, both junior and senior years I took four AP classes apiece.Sure,the added depth and breadth of what I was studying looked good on my transcript- but more importantly, it made my learning fascinating and engaging on a whole new level! What About Electives? Although the name makes them sound either optional or trivial, electives are nothing but.In fact, research indicates that students who take courses in the fine/performing arts often perform better in school and on standardized tests! In a rigorous course load, electives can be the bridge between what you need to do and what you want to do. Courses such as visual art, theater, journalism, computer science, and philosophy can ultimately demonstrate your passions and interests to colleges. Electives are alsoa way for you to showcase your strengths.For example, taking extra years of a foreign language or optional classes in STEM fields such as statistics or robotics lets you continue building upon your passion, while also raising your GPA and showing that you are willing to pursue rigor. Sample Rigorous Course Schedule for Each Grade Level By now, you should have a pretty clear idea as to what a rigorous course load is and what kinds of classes you can take to impress admissions committees. To give you an even better idea of what a possible schedule could look like, here are some sample course schedules for each grade level (from 9th to 12th grade). Note that you do not have to follow these schedules exactly when planning what courses to take, sinceyour school's course offerings, your state's graduation requirements, and your own interests will likely differ from what we include below.That said, feel free to use it as a rough guide for how you might want to plan your future class schedule. The following schedule would be most appropriate for somebody who is strong in the fields of math and science, and who hopes to study one of these topics at the college level. Notice how this student uses electives to take additional science classes (e.g., marine science and computer science) and to keep up her foreign language skills. 9th Grade Course Schedule Fall Semester Geometry Honors Biology Geography Honors Language Arts French 1 Physical Education Spring Semester Geometry Honors Biology Geography Honors Language Arts French 1 Marine Science 10th Grade Course Schedule Fall Semester Algebra 2 AP Chemistry Honors World History Introduction to English Composition French 2 Physical Education Spring Semester Algebra 2 AP Chemistry Honors World History Introduction to English Composition French 2 Computer Science Choose classes that let you explore your academic interests on a deeper level. 11th Grade Course Schedule Fall Semester Honors Precalculus AP Physics US History AP English Language and Composition French 3 Health Spring Semester Honors Precalculus AP Physics US History AP English Language and Composition French 3 Physical Education 12th Grade Course Schedule Fall Semester AP Calculus BC AP Biology Honors English Literature Honors Government French 4 AP Statistics Spring Semester] AP Calculus BC AP Biology Honors English Literature Honors Economics French 4 AP Statistics What If My High School Offers FewRigorous Classes? Not all high schools offer tons of challenging courses. If this is the case for you, what should you do to prove that you're indeed ready for college-level work? Here are your two best options: Option 1: Look for Outside Options Whether your school lacks advanced study options or lacks subjects you find especially compelling, one option is to take classes outside your school.Ask yourself the following questions: Does your school offer adual enrollment program? If so, you could take rigorous college-level courses that provide both high school and college credit. Do you have the opportunity to take online or summer courses? This could be a way to fill in curriculum gaps. Option 2: Explain Your Circumstances on Your Application College admissions offices put a tremendous amount of effort into figuring out what your high school is like when they look at your transcript. This is why if you go to a low-performing school, it's a good idea to include in your college application a description of what was and was not available at your high school. You should also definitely know that even the most exclusive colleges do not expect you to be able to provide coursework for yourself outside what your school offers you. For example, Yale's admission QA page stresses how much they take context into account: "We know you did not design your school’s curriculum ... Different schools have different requirements that may restrict what courses you can take. Again, we only expect that you will excel in the opportunities to which you have access." All colleges expect you to wear many hats. What About Life Outside My Schoolwork? One of the qualities colleges also look for in applicants is your time-management skills. Being able to balance your courses alongside extracurricular activities that are meaningfully sustained over time indicates that you are ready for the kind of independent work and time management necessary to succeed in college. If you find that so much of your time is going into your school work that you're neglecting every other aspect of your life, it's time to step back and reevaluate your challenge level. What’s Next? Ready to learn about the class progressions of different high school classes? Read our guides to choosinghigh school math classes,English classes,science classes,history classes,foreign language classes, andelectives. Want to start planning a more rigorous class schedule? Check out our guide to picking the right AP classes for you. A little confused about whether the AP or IB program is right for you?Our guide spells outthe differences between the two programs and gives you tips on how to choose. Wondering if asummer class is right for you? Exploreour guides totheSIG, CTY, and Stanford EPGYprograms! Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

A Kuwaiti National Studying in the United Kingdom Essay

A Kuwaiti National Studying in the United Kingdom - Essay Example The culture in Kuwaiti universities is more formal and structured. Instructors expect to be addressed using formal titles, with students to manifest respecting the barrier between students and professors, and to respect the level of prestige gained from the achievement of gaining higher education; otherwise, sanctions and penalties from violation of this code of discipline are applied. What I learned: The difference in cultural orientation has provided me with the privilege of gaining more knowledge in terms of interpersonal communication and relationships with people from various cultures and from different age groups, gender, and profession. The effects of this are an improvement in personal confidence as more training and practice were encouraged in the use of English, as a second language; and from insights and theoretical perspectives relayed by my mentors. I became happier and more optimistic, as a person, as a student, and as a colleague. How and When I Can Apply this Knowledg e: Due to experience, the improvement in English as a second language will increase future opportunities for employment, not only in Kuwait but in other global organizations, as well. Date: January 02, 2011 Place: In the University Activity Undertaken: Essay writing in the UK required the use of the Harvard style of writing. This is not at all used nor acknowledged in writing essays in Kuwait. Further, the university is very strict regarding the observance of plagiarism. It came as a culture shock to me because I panicked the first time I need to use Harvard referencing in my essay. I had to search through the library sources, through the Internet and reorient myself on rules on in-text citing, making the reference list, among others. I am also very careful in paraphrasing other authors’ statements so that I would not be charged with plagiarism.

Summary and response Essay Example | Topics and Well Written Essays - 500 words - 3

Summary and response - Essay Example Some of the robots that will take part in the competition have artificial intelligence that is slightly lower than that of human being. As such, they require little human interception. Some are able to walk on four artificial leg with multiple joints that enables it to climb a ladder and hoofer around a building or an object. According to the article, participants reckons that the competition is a challenging affair as they impressive innovation from major manufacturers in America. In this case, the competitors equate the challenge with that of autonomous car challenge. On the positive note, they argue that the competition will improve the present day humanoid robots that can respond to disasters such as the nuclear plant disasters that have hit various parts of the world. Some of the robots such as the CHIMP will have legs that can fold and double as treads. These features enable the robot to operate in rough terrain and hence very efficient in rescue missions. Lastly, the article suggests that robots challenge will ensure great improvement especially in the consecutive years. As a consequence, it is most likely that advanced robots will serve human kind in various ways. I normally visualize the concept of robots as a convenient replacement of inefficiencies caused by human being. Though robots require human interception in their operations, it is worth noting that they are more efficient that human beings, especially in difficult tasks. I believe that robots can perform serious tasks in environments that are inaccessible or that pose danger to human being. The competition that is described in this article presents a prime opportunity to manufacturers of robots. Firstly, I believe that even those who will not participate will have a chance of gauging the level of technology exhibited in the competition. Secondly, the participants have a chance of walking away with huge sums of money as prices. This creates an

Compare and contrast two views of how social order Essay Example for Free

Compare and contrast two views of how social order Essay â€Å"Whoever controls the media controls the mind† (Jim Morrison 1943-1971).excellent quote i had forgotten that one To establish a view on how social order is produced, in this essay the main focus will be on two researcher’s arguments both on social disorder specifically in regard to the influence of the mass media. Sociologist Stanley Cohen (1973) suggests that the media depiction of antisocial behaviour helps to construct what he labels ‘folk devils’. Whilst social scientists Stuart Hall et al (1978) argued that the mediation of disorderly behaviour led to the belief that society was in a ‘crisis’. By using my own examples and illustrations I will compare and contrast these two theories and furthermore for differentiation include a more present-day theory on social disorder through Huesmann et al 2003. Thereby through an examination of mediation (media spin) on disorderly behaviour attempt to define how one part of social order is produced in public spaces. Good clear introduction Sociologist Stanley Cohen’s theory on ‘folk devils’ which he first observed during the 1960’s media portrayal of Mods and Rockers (Making Social lives ,p378) gives an interesting oblique view on how social order is maintained, as according to is theory certain members of the public are classified as outsiders and treat like scapegoats. describe the theory a little bit here The evidence for this can be found as far back as ancient Greece Aristotle’s ‘unruly youths’ (Brake, 1980, p.1) Along with â€Å"fears of skilled pickpockets progressing to become burglars in the sixteenth century† (Shore, 2000, p. 21) and as near to our times is the example of Gypsy travellers who are and have been given the dubious pleasure of being one of the â€Å"carriers† of social evil and disorder of our days. Good use of examples This Sun headline (March 2005) on the right is just one of the many stereotypical images of gy psies, blown out of all proportion by mass media mediation and an example of that which is coined by Cohen as generating moral panic that is irrational and creates a situation â€Å"where people are both terrified and outraged† (Cohen, Making Social lives,p378). This use of inflammatory rhetoric with regards to gypsies is still being currently employed today as a Sun reporter reports he â€Å"found a community  brimming with fear and anger and villagers hell-bent on getting rid of them (Sun May 2011). These headlines from the mass media (public space) with regard to gypsies whom historically have many times been the focal point of European society’s ills and represented as’ folk devils’ very good The media campaigns of hostility against these ‘folk devils’ have not only produced moral panic â€Å"a pattern of behaviour, group of people or a condition becomes defined as a threat to society, its values and its interests† (Making Social lives, p371). This on-going mass media campaign against gypsies resulted in change the nations politics and laws to re-address social order. Such, as under sections 77-80 of the 1994 Act, [local authorities may direct persons who are unlawfully residing in vehicles on land in their own area to leave.] This an attempt to renew social order with regards to gypsies and thus allaying public fear.very good The media also played a significant role in sociologists Stuart Hall’s and co-authors (Policing the Crisis (1978) theory. Hall believed that the issue of crime was instrumental in controlling society and that the media constructions â€Å"contributed to a widespread belief that there was a crisis in society† (Making (Social lives, p378). As an illustration of some of the biased press coverage of street crime is a picture portrayed by this Sun image (Dec 2010) Hall surmises that this is how the media wishes to portray these issues to the public, as a rise in crime and disorder which can and should be treat by the government with greater policing measures and laws, which Hall terms the beginning of a â€Å"Law and Order Society† (Social lives, p378). He goes on to infer that media spin is used to distort and divert public attention from the clear problems of social injustice and inequality and that this aids government on social order policies. Evidence for this Law and Order society can be found with the introduction of the SUS (Stop and Search) powers that were used at their height when 1000 youths were stopped and searched in 5 days in what the police called Operation Swamp(bbc. Home, 25th Nov. 1981).well researched This resulted in the escalation of confrontation between the community and the police due to the locals perceiving an inequality and persecution of young blacks and this sparked off the Brixton race riots (1981). The outcome culminated in the renewal of social order with the abolition of the SUS law (1981). However they returned in another form due to 9/11 and 7/7 attacks to combat terrorism in 2007. To  compare and contrast Cohen and Halls views on mass media mediation and how the social order is maintained thro ugh public spaces it will be shown by examining that they have differences and similarities. Where both Cohen and Hall agree with regard to their theories on the issue of mediation (public spaces) is that they both believe that the focus of the mass media places spin on how social and criminal deviants (muggers) are portrayed. Also they both rely on labels to support their social disorder theories i.e. folk devil and muggers and furthermore characterising them as stereotypes. Moreover they continue to agree that the media exaggerates and amplifies and create’ scapegoats’ whose behaviours good example of compare and contrast are demonised with resulting effect on social order of creating ‘moral panic’ on the one hand and a sense of ‘crisis in society’ on the other. Where they greatly disagree is on the root causes of moral panics and social crisis in that Cohen with very little supporting evidence, believed cultural anxiety was to blame (Making Social Lives, Table 1, p383,). Whilst Hall thought that the blame led elsewhere with his inference to social inequality and racism and that the media served the state in diverting attention away from these genuine social problems (ibid).good In contrast to both Cohen and Halls views on the mediation of social disorder and the foundation of their theories on moral panic and society in crisis there is a view that has an alternative reason as to why and how the media can play a significant role in shaping social order in public spaces. This alternative view comes from the analysis of a longitudinal study (Making Social Lives, p381) by Huesmann et al on media effects, and in particularly how Huesmann and his team found a correlation between 557 children and the watching of violence on TV and a subsequent increase in propensity for aggressive behaviour in 398 of these same studied people. Therefore Huesmann et al. (2003) reached the conclusion on disorderly behaviour that there is a direct effect of media portrayal of violence. From this you can argue that in Huesmann’s view, media and mediation through public space in this case TV. can have a major negative role in the shaping of social order in society, by desensitising and normalising disorderly behaviour. Although there is no real causation evidence for these claims in Huesmann’s study and that the conclusion drawn on the media impact of television violence a chimera of other social factors very good expand on this a little. Thereby through  the examination of Cohen/Halls theories on mediation (media spin) on disorderly behaviour the following can be gleaned with regard to how one part of social order is produced in public spaces. Established norms of behaviour are created and exist in society supported by mass media and this sometimes leads to an increase in social pressure which is built up with a resulting increase in policing and law legislation (SUS laws). These societal norms are reinforced by media scapegoating of social and criminal deviants, Cohen’s ‘folk devils’ and Halls ‘muggers’. Although there are others (Huesmann et al) who believe that the shaping of social order in society is more directly influenced by TV violence alone. The methodology utilised in this essay was to shed light on the making of social order in public spaces through looking at two main theories on disorderly behaviour. And it has highlighted in my view that quite possibly genuine social problems and solutions are obscured by mediation resulting in legislation that deals with only the symptoms not the causes â€Å"The medias the most powerful entity on earth. They have the power to make the innocent guilty and to make the guilty innocent, and thats power, because they control the minds of the masses† (Malcolm X (1925-1965). Bibliography Cohen, S. (1973) Folk Devils and Moral Panics, London, Paladin. Hall, S., Critcher, C., Jefferson, T., Clarke, J. and Roberts, B. (1978) Policing the Crisis: Mugging, the State, and Law and Order, London and Basingstoke, Macmillan. Huesmann, R., Moise-Titus, J., Pdolski, C-L. And Eron, L. (2003) ‘Longitudinal relations between children’s exposure to TV violence and their aggressive and violent behaviour in young adulthood: 1977–1992’, Developmental Psychology, vol. 39, no. 2, pp. 201–23. Google Image, News.bbc.co.uk, accessed 24th /26th May 2011 Google Image, Enemiesofreason.co.uk accessed 25th May 2011 Jim Morrison (1943 – July 3, 1971) brainyquote.com accessed 20th may 2011 Malcolm X (1925-1965) thinkexist.com accessed 20th may 2011 Shore, H. (2000) ‘The idea of juvenile crime in 19th-century England’, History Today, vol. 50, no.6,pp. 21–7;

Achieving Humor in Educating Rita by Willy Russell Essay -- Educating

Achieving Humor in Educating Rita by Willy Russell Written by Willy Russell in 1985, "Educating Rita" is a comical interpretation of his own life as a young Liverpudlian hairdresser and his aspirations to become educated. The play is based on Rita, the hairdresser who wants a better life, and begins this adventure by enrolling in an Open University course. It is here she meets her tutor, Frank. You could say, the key to her dreams. If I were to direct this play, I would seek to achieve humour for an audience by exploring the different aspects of comedy; comedy of character, comedy of situation, comedy of misunderstanding and comedy of language. There are many examples of comedy of character in this play, especially as Russell has created such strong and impressionable characters. Rita, the quick tongued, outspoken, witty character is a foundation for humour as she isn't afraid to speak her mind. An excellent example of her humorous character is Rita's first meeting with Frank, her soon-to-be tutor. As she enters his office, she notices a risqui picture on the wall and is unable to resist commenting on how "It's very erotic." and defending her opinion by saying "there's no suppose about it," and using the imperative, "Look at those tits." The audience should find this humorous as it is as they would be shocked at her sudden outburst to an 'authority figure' in the play. However, in order to achieve maximum humour for the audience, I would emphasize Rita's Liverpudlian accent and Rita would speak naturally to show her openness and her self-confidence. Frank's reaction to Rita's outburst is also vital if humour is to be achieved. Frank is rather unsettled by Rita's confidence and to show this, his reaction should be delayed and confused to show his inability to keep up with Rita's quick tongue. It is imperative that this scene gives the audience the impression that this play is humorous, as it is the first time the audience meets the characters. Frank's attitude towards Rita is another good example of comedy of character. As a tutor in an university, the audience would expect Frank to be very formal, however, he isn't in this situation. Frank reveals his comic personality to the audience as he discusses a window in his office to Rita. He tells her that he "sometimes get an urge to throw something through it usually a stu... ...tes dramatically. "Sod them - no, fuck them!" This shows how similar Frank and Rita can be no matter how well educated of high class Frank is. In order to maximise humour, Frank would be excessive and over the top to show the effect of alcohol on Frank. Comedy of situation is used throughout the play and is used with different aspects of comedy, such as when Rita first entered Frank's office at the beginning of the play and Rita's use of language. It is difficult to have comedy of situation on its own, so I would do what Russell did, combine it with another aspect for maximum comedy effect. Willy Russell has used every aspect of comedy to their full advantage and has achieved highlighting class differences through comedy. When Russell wrote the play, he wrote it to be performed and wrote stage directions too. Personally, I would not change that because that is the way he intended it to be, but I would concentrate on body language, facial expressions and how they talk, e.g. the tone. So, if I were directing 'Educating Rita' I would seek to achieve humour for the audience? Simply by exploring the different aspects of comedy that Willy Russell has used so well.

Manual Washing Machine

http://www. bukisa. com/articles/38621_review-of-related-literature-renewable-energy The acquisition of renewable energy can not only provide a stable and secure energy in a country but also can lead to further growth and advancement of a country’s state. http://wiki. answers. com/Q/What_are_the_advantages_of_manual_washing_machines An advantage is that it saves time so you aren't using a whole day for your washing Written by Joanna Hoang http://www. greeniacs. om/GreeniacsGuides/Energy/Manual-Washing-Machine. html Manual Washing Machine Washing machines can cost hundreds and even thousands of dollars a year to run depending on your washing machine type, whether or not you use hot, warm, or cold water, your energy company’s prices, water company’s prices, and the number of loads you run per week! Most significantly, roughly ninety percent of the energy used by washing machines just goes towards heating water! 1So, how about a bike pedal-powered washing machine? C urrently, there are many different designs and ideas for pedal powered washing machines. The goals differ, but they include reducing energy and water consumption and costs, and increasing accessibility for people who cannot afford and/or do not have the energy capacity to own conventionally powered washing machines. By now you are probably wondering how you can manage to get your hands on a pedal powered washing machine†¦Unfortunately, at this time there are no pedal powered washing machines available for mass production and thus for purchase by consumers. However, if you are handy with tools you can build your own! BENEFITS FOR THE ENVIRONMENT: Medium to High. Using a pedal powered washing machine will help you use significantly less energy and save water. COSTS: Low – Medium TIME AND EFFORT: Extremely High

Gmo Soybeans

There GMOs in almost everything that we eat. GMO stands for genetically modified organism. â€Å"Genetic modification occurs when genes from one organism are transferred to another in ways that do not occur without human intervention. The result is a GMO, or a genetically modified organism. † (Farrell 1) Soybeans are one of the largest GMO crops being produced. With the modification of the soybean by Monsanto, it is now possible for the crop to survive when herbicides are sprayed over it.The herbicide that the soybeans are resistant to is Roundup, so farmers do not have to worry about their soybeans dying to the herbicide. I believe that the negative effects of modified soybeans so not outweigh the benefits because genetically modified soybeans so not increase the production but increase the businesses’ profit, and there are health problems that can arise. Having GM soybeans does not mean that more would be produced; it only means that businesses would raise their profi ts.Many European countries do not buy any GMO products from the U. S. because they are afraid of any problems that may arise in the future, so I believe that since other countries are not buying any GM food, they do not want to change back into growing food naturally with no modifications or pesticides, because they want to make a bigger profit. They prevent any change that could stop them from making more profit. They do not care if they are damaging the environment; they only care about making more money.For example, people use Roundup (an herbicide) to kill weeds in their backyards or on the sidewalk. Farmers use the same product on the food that we want; they use it to kill the weeds that are growing around the soybeans. To prevent the soybeans from also dying, they have been modified to withstand the weed killer. Scientists have modified it by adding three different genes to the plant: a gene from bacterium, from a virus, and from a petunia. (McMillen )When combine with the ori ginal gene, it looks the same but it is now resistant to the Roundup herbicide.Even with soybeans modified, farmers do not benefit from it. The modification has not helped the production go up, the only thing that has gone up is the price. â€Å"[Costs] about $6 an acre to plant the usual seeds, companies charge over $40 per acre for the genetically modified seeds [and the companies gain $34 per acre of seeds sold]. (McMillen 1) Because the seeds are seeds are patented, (which means that the one who invented it, is the only one who has the right to use or sell the product to anyone,) farmers cannot save any eeds from the ones that they have grown. Therefore; each year they have to buy more from the same business. If the farmers save the seeds, they will be fined or even taken to jail. Genetically modified soybeans can also cause health problems. Soy beans can cause food allergies. Since we don’t really know if the bacteria gene in the soybeans will cause a reaction, scientis ts have compared the proteins in the soy with other proteins that are known to cause allergies.If the GM protein has sequences that cause allergies, then according to the World Health Association, the GM crop should not be sold or there should be more testing done on it. However, there are sections of proteins produced in GM soybeans that are identical to allergens, but there was no more testing done to it. (Smith 1) If there are proteins in the soy that are causing allergies, â€Å"then the situation may be made much worse by something called horizontal gene transfer (HGT).That's when genes spontaneously transfer from one species' DNA to another. † (Smith 1) Plants should naturally have barriers that keeps genes from transferring to other species, but since there are foreign genes in the soy, it is losing its ability to stop this from happening. Even though it is most common in bacteria and rare in plants and mammals, genes transfer from one species to another, and a study f ound that parts of the genes from the soy were found in the DNA of human gut bacteria.So even after we stop eating GM soy, we could still be exposed to this transfer of genes because it will still be produced in our intestines. (Smith 1)I believe that there should be more testing because we do not know if there are any other risks involved with eating GM soybeans. Genetically modified soybeans are not beneficial because there is no gain in product only the gain in profit of businesses, and it also causes allergies.With soybeans being resistant to weed killers, weeds are becoming resistant to Roundup, so farmers actually have to use more money to buy more herbicides because they may not be working well anymore. Also it costs more to buy GM soy that soy that has not been tampered with. Not only do businesses profit, but we the consumers can suffer from the product. There are proteins in the soy gene that are identical to genes that cause allergies. We the consumers should be able to d ecide what we want eat, and also decide how we want the food to be produced.

Apply to, Apply for, and Apply with

Apply to, Apply for, and Apply with Apply to, Apply for, and Apply with Apply to, Apply for, and Apply with By Maeve Maddox How does one know which of these three idioms to use? Does an undergraduate apply for a graduate program or to it? Does a job applicant apply to a company or with it? The following examples illustrate mistaken use of â€Å"apply for† and â€Å"apply with† in contexts calling for â€Å"apply to†: Winston is applying for the teaching program at Harvard. Interested in applying with the worlds largest retailer? Customer Service Careers | Apply with DISH apply to This is the idiom to use when you are putting yourself forward as a candidate for something such as a course of study, or a job. You apply to graduate school. You apply to a company for employment. You apply to a bank’s loan department for a loan. apply for This is the expression to use if your intention is to obtain something. You apply for scholarship money. You apply for admission. You apply for a job. apply with The word with in this idiom implies agency, the means â€Å"by which† you apply. You can apply with the click of a mouse. You can apply with a printed application. You can apply with a program like Compass, or a service like Monster. The correct usage for the three examples given above: Winston is applying to the teaching program at Harvard. Interested in applying to the world’s largest retailer? Customer Service Careers | Apply to DISH Here are some other uses of the verb apply, with and without dependent prepositions: apply paint to a surface apply ointment to a wound apply oneself to one’s studies apply a cause to a quarrel apply a remedy to a problem apply a rule to a situation apply pressure to a wound apply pressure to a person apply one’s talents apply a patch to a garment Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:How Many Tenses in English?Difference between "Pressing" and "Ironing"Honorary vs. Honourary

Purchasing Your First Small Chainsaw

Purchasing Your First Small Chainsaw Chainsaw manufacturers are using newer and lighter materials to build more powerful but durable machines. Inspired by an article in Arbor Age magazine, I ask you to consider six chainsaw brands for potential purchase. These chainsaw manufacturers were selected for their small model compactness and reviewed for use by arborists who work in an urban environment but need plenty of sawing power. These companies have smaller saws that would also be the perfect fit for a tree owner or occasional woodcutter or limb trimmer. An important first note: Reviewer Tom Bernosky, owner of Green Thumb Power and Equipment Corporation, suggests you always remember when buying any machine to buy from a dealer who can service. Your chances go up that you may hurt yourself and your business by buying something at a mart-type store. I am not saying you cant buy mail order, just make sure there is a repair shop in your area for service work. If the saw cant be serviced locally, your warranty isnt worth the paper its printed on.† 6 Great Companies That Make Small Chainsaws This list represents great picks from a broad array of small chainsaws who provide excellent dealer service. Obviously, there are many others you can choose that are not on this list. But these saws are arguably the best for all but the professional woodcutter as a first saw around the yard and woodlot. This review is based on company reliability, professional arborist popularity, and one chainsaw shop experts opinion. Any of these chainsaws manufacturers make great first small saws for purchase. All quotes are from Arbor Age. Ive tried to include links to lists of branded saws available for purchase on the Internet. Echo Small Chainsaws - It truly packed a wallop when it came time to do limb and trim work. - Available in 14 and 16 guide bars - Retail cost range: $190 to $300 US    Note: my personal favorite is the Echo CS 310. Stihl Small Chainsaws- â€Å"This particular unit cuts extremely smooth and had plenty of power in reserve† - Available in 14 and 16 guide bars - Retail cost range: $180 to $250 US  Ã‚   ​Note: this saw is an arborists favorite due to minimal weight, adequate power and bang for the buck. Husqvarna Small Chainsaws- My first impression of this was wow, what a little powerhouse. - Husqvarna saws are available in small guide bars - Retail cost range: $210 to $350 US Craftsman Small Chainsaws - I picked this chainsaw because of its quality and service availability. A Sears Craftsman chainsaw is an economical alternative to the more expensive saws and a growing favorite!- Available in 14 and 16 guide bars - Retail cost range: $150 to $200 US Jonsered Small Chainsaws- â€Å"Known for its reliability and durability, this little saw has that and more.- Available in 16 guide bars - Retail cost range: $250 to $300 US Solo Small Chainsaws- â€Å"This is quite a nice saw with plenty of power.† - Available in 14 and 16 guide bars - Retail cost range: $250 to $450 US

History of art - 'What was the appeal of classical mytholoy for Essay

History of art - 'What was the appeal of classical mytholoy for artists and patrons' - Essay Example This is the reason of their ‘survival’ until today and of their ‘validity’ with the meaning of the absence of any opposition to their content. Although mythology has been used mostly as source of knowledge and creation, there have been times (and still exist) when the past is used in order to help the achievement of certain ‘aims’ of the present. A view held in the theory is that ‘historians, literary critics and art historians who write about past cultures, often use these cultures for present purposes’ in order to achieve specific purposes (Landauer, C., 1994). Mythology, especially that of Greece and the ‘Roman Empire’ has been a very important resource for a numerous of artists who tried to ‘present’ the stories included in the myths in a variety of works of art, mostly in paintings, sculpture and ornaments. Among the artists that have been influenced from the myths of the ancient Greece are Picasso and Botticceli. The paintings of the first of them, Picasso, contained an extended reference to the myth of Minotaures1. We could refer to the ‘Minotaures and the dead horse in front of the cave’, the ‘war of the Minotaures’ and the ‘Minotaures killed by a sword’. On the other hand, Botticceli tended to refer to the gods of the Greek Mythology. His most famous painting of such kind is the ‘Birth of Aphrodite’ which can be found in Florence and also the ‘Aphrodite and Mars’ in the National Gallery of London. Although the above mentioned painters are known for their preference to the myths and the legends of the ancient cultures (especially those of Rome and Greece), there are also a numerous others who tend to refer to the facts and mostly the myths of these periods of time as for the theme of their works of art. The common element between all the artists that use elements of the Greek and the Roman Mythology is that they approach the subject of the reference from different