Literacy Narrative Essay -- Personal Narrative Literacy Education

Throughout my childhood, the idea of having a college education was greatly stressed. As a result, it was my duty as the next generational child, to excel in my studies and achieve a life of prosperity and success. Learning became the basic foundation of my growth. Therefore, my youth was overtaken by many hours spent reading and writing what was known to be correct "Standard" English. I first found this to be a great shortcoming, but as I grew older, I began to realize the many rewards acquired by having the ability to be literate. During adolescence, I began reading and writing through a fundamental learning program called, "Hooked on Phonics." This program consisted of long hours spent reading short novels and writing elementary phrases which were commonly taught in the second and third grade. With the motto, "Improve your child's reading and writing skills in just four weeks!" I was bound to become the next Mark Twain. The method of this course specialized in the improvements of word acquisition rates as well as reading speed; however, it lacked in the area of teaching comprehension. At a young age, I was instilled with the dire need to be highly educated and although I was unable to experience a fun and adventurous childhood like many other children, I am grateful for being raised with a greater knowledge and wisdom than that ingrained in many. From my past experiences, I have grown to prefer reading over writing. When I am reading, I can visualize the text in any way that I see fit. It is almost as if I am rewriting the novel using the illusions that I feel express the words in a passage. For example, in the current independent novel I am reading, it portrays a woman of high stature who is able to lure ... ... that sort of reaction to the reading. Lastly, I can read at my own pace. I have no obligation to read speedily in order to seem as though I have no complications with the words in the text. In my opinion, people should be given the right to speak and read in any language that they wish. Although, it may benefit them to be knowledgeable in the speech that is being taught and spoken in the common country, everyone has their own cultural background and each has the right to be literate in the way that they desire. They were given the right to freedom of speech through the First Amendment of the Bill of Rights and therefore, have the right to speak in their own native language. Literacy plays a major role in the lives of humans today. It gives us the power to read, speak and write and is therefore a valuable asset to society and the development of its economy.

Light and Dark in Heart of Darkness by Joseph Conrad Essay -- Joseph C

     Ã‚   In the book, Heart of Darkness by Joseph Conrad, all the characters are pulled into a well of black despair. Conrad uses the darkness of the situation contrasted to the light of society to show man’s dependence on western morals, and how when these morals are challenged by the darkness, the light crumbles under its newly weakened foundation. The contrast between light and dark is most stark in the themes of setting, the changes in Europeans as they drive farther into the Congo, and the white man’s collapse under the ultimate darkness of the Innermost Congo. The setting of Heart of Darkness is a very critical part of the book, and Conrad goes to extreme lengths to highlight the evil radiating from the region in which he sets his book. First, the tale is told in a frame story pattern, Marlow is relating his experience to friends in a setting different from that of the primary tale. But the setting where Marlow tells his tale is a foreshadow of what is to come. Marlow presents his story on a boat in the dark of night, creating a sense of evil surrounding the story. The darkness is so deep where Marlow rests during the telling of his tale, that he cannot see his friends, and instead tells the story to the darkness itself. Once the narrative begins, Conrad quickly places his character in another situation which only foretells of the place to which he is going. Within a Belgian office, Marlow examines a map of the area into which he is traveling, he describes it, "...on one end a large shining map, marked with all the colours of a rainbow. There was a vast amount of red-good to see at any time, because one knows that some real work is done in there, a deuce of a lot of blue, a little green, smears of orange, and, on the... ...s us human, but we must always understand that it is only a mask, and not the truth, because one day everyone will be faced with the darkness of the true nature of our world, and we will stare into the heart of the darkness, and it will break us, as it did to Kurtz, or enlighten us, as it did to Marlow.       Works Cited and Consulted Conrad, Joseph. Heart of Darkness. New Jersey: The Ecco Press, 1992. Guerard, Albert J. Conrad the Novelist. Cambridge, MA.: Harvard U. Press, 1958. Guerard, Albert J. "Heart of Darkness". TCLC. 13:114. Karl, Fredrick R. "Heart of Darkness". TCLC. 6:121. Kimbrough, Robert, ed. Heart of Darkness: An Authoritative Text, Backgrounds and Sources, Criticism. By Joseph Conrad. 3rd ed. Norton Critical Edition. New York: Norton, 1988.   Meyers, Jeffrey.   Joseph Conrad.   New York:   Charles Scribner's Sons, 1991.

Arthur Miller and the American Dream

As Voltaire once said, â€Å"Each player must accept the cards life deals him or her: but once they are in hand, he or she alone must decide how to play the cards in order to win the game. † Similarly, my grandfather compares people to decks of cards. He believes that for each person, different cards are missing from the deck, accordingly giving each person different abilities. In this example, fate is literally in the cards. Though an unsuccessful salesman, Willy Loman’s infallible belief in his dream shows that he never considered the salesman card was â€Å"missing† from his deck.The notion of the American dream falls back on the blind optimism and faith of Americans. In Death of a Salesman, by Arthur Miller, Willy Loman futilely chases the American dream, which is an unattainable, impossible fantasy to Miller, used to show the blind faith in Americans, and depicted as a character flaw rather than attribute in the protagonists of the play. To begin, the tone o f the novel set by Arthur Miller is a critical and cynical attitude towards the idea of the American dream.A widely accepted definition of the American dream is the perception that through hard work, one can achieve a life of personal and material happiness. Moreover, the representation of the American dream in the play is at odds with the general belief that hard work generates success. Willy tells his sons, â€Å"Be liked and you will never want† (33). If this were actually the case, his hard work combined with being well-liked would have been the recipe for personal and materialistic happiness.Though Willy Loman is constantly working, his obsession with the superficial qualities of being liked contrasts with the more tenacious and rewarding understanding of the American dream. Miller shows us just how unbelieving he is in the American dream when he wrote the plot of Death of a Salesman, in which the protagonists chase unattainable desires. Through Miller’s critical take on the American dream, he is trying to portray that Americans are blindly faithful and optimistic; Miller openly criticized such a principle. Happy says on page 23, â€Å"You’re a poet, you know that Biff?You’re a—you’re an idealist! † Making Biff an idealistic, underachieving son of a daydreaming failure adds to the irony of the American dream in the play. Another example of the author’s perspective was the way in which Miller suggests that the idea of the American dream hinders people from enjoying the success they have already achieved, in Willy’s case, having a loving family. The Lomans were optimistic during situations where it was unwarranted; their expectant approach to failure and disappointment is more proof of Arthur Miller’s disapproval of the American Dream.Because Arthur Miller believed the American Dream was chased in vain, he portrayed it as a character flaw rather than an attribute in the protagonists in th e play. Willy Loman, the protagonist (as well as his own antagonist), brought himself to his own demise when he could not discern his own life from his Dream. Miller’s antagonistic approach towards the various get-rich-quick dreams Biff, Happy, and Willy entertained also shined through at the impossibility of their execution. His hostility towards facets of the American mentality comes through in the self-destruction of Willy because of his all-consuming dream.For the same reason, Biff’s longing for the symbolically free West showed that Willy instilled his blind faith and materialistic desires in his son’s dream as well. Biff asked Happy with enthusiasm, â€Å"Listen why don’t you come out West with me? † (23). Although intending to come to terms with his own life, Biff’s longing for the West is glorified by his father’s undying faith in his own Dream. Biff and Willy Loman’s dependency on their fantasies show another, more neg ative, aspect to having dreams.Death of a Salesman is one of the foundational texts describing the American dream. Arthur Miller wrote the play in the mindset of an adversary to the American dream. Death of a Salesman displays Miller’s disapproval for the American dream and blind optimism, and displays chasing a dream as a weakness rather than a strength. In the play, Arthur Miller shows us that although it is important to teach of success, it is equally important to prepare for failure. In a game of cards, you can have all the strategy in the world, but fate is in the draw.

Cyp Core 3.4: Support Children & Young People’s Health & Safety.

Understand how to plan & provide environments & services that support children & young people’s health & safety. 1. 1Describe the factors to take into account when planning healthy & safe indoor & outdoor environments & services. There are a number of important principles to think about when you are planning for healthy and safe environments or activities with children. Most of these are common sense but you need to remember that everyone is an individual and may have different needs.There are several points to take into consideration when planning safety:  · Every child is an individual – with different needs depending on their age and abilities. You must think about this when planning activities.  ·Some children have specific needs such as sensory impairments.  ·The different needs of families and careers must be considered.  ·Always be clear about why you are using the environment in question, the activities a child encounters and what sorts of services are o ffered.  ·The duty of care of a setting to children, parents and careers is a legal obligation.You should always have the child’s safety and welfare in the front of your mind when planning.  ·The desired outcomes for the children are the starting point. Most activities with children should have clear aims and objectives that are based around the required outcomes linked to their age.  ·Lines of responsibility and accountability are down to everyone that is employed in a setting, responsibility for the health and safety of children and staff are down to all employers and there should be clear reporting responsibilities.When I plan I ensure that the location/setting of what I plan to do with the Children is the right environment for the activity. I ensure that I account for all possibilities. If I were using bikes or scooters I would check that the bikes or scooters were in good working condition and safe. I would ensure the equipment (bikes or scooters) are used in the p roper manner and with all the safety accessories (helmets/elbow & knee pads) with plenty of space, so it would be impractical to use them indoors due to the lack of space, they would be used outdoors.I would check that all the entrances and exits to the outdoor area are secure (closed/locked) I would ensure that I had the correct staff ratio to support with the activity. I would ensure that the planned outdoor space for the activity was safe, that there were no rubbish, or plant threats, that there was no dog or cat mess around and that the ground was suitable for riding bikes or scooters. In my risk assessment’s I make sure that I take into account that Children and Young people are individuals, each with different needs.A varied environment supports Children and Young people’s learning and development, it gives them confidence to explore and learn in safe and secure yet challenging indoors or outdoor space. Risk assessments are carried out to ensure the safety of the activity and for all taking part in the activity. Risk assessments should be carried out for all activities and regular checks should be carried out around the setting daily. 1. Explain how health & safety is monitored & maintained & how people in the work setting are made aware of risks & hazards & encouraged to work safely. Health and safety is monitored and maintained in a verity of ways within the setting. Under the Health and safety at work act 1974 all employees have a responsibility for the health and safety of everyone else. There is a poster displayed in the setting outlining responsibilities, we have a Healthy and Safety policy, which is shared with all staff and available to parents, outlining the main areas and objectives.These objectives are implemented into the everyday running of the setting – all staff are aware of health and safety and are constantly assessing the area that they are working in or the activity they are carrying out, there are also other polic ies in place covering – food and drink, arrival and departure, non collection of children, changing if accidents happen, outings, administrating medicines, missing children, safeguarding and fire procedure. These policies give a clear outline to what procedures are in place and how they are followed.They also work alongside the EYFS framework, which considers all aspects of children’s welfare including safeguarding, suitable persons, suitable premises and equipment. Staff training is kept up to date. Risk assessments are carried out regularly including a daily check of the environment, which is being used; a full risk assessment of tools, equipment and the environment is carried out each term, and if there are any issues that need addressing they are looked at and rectified.It may be possible for some issues to be rectified there and then, such as a broken toy, which needs to be thrown away, or a cleaning material, which has been left out. Other issues may need an acti on plan which sets out what needs to be rectified, how long this may take and by whom it should be carried out. The action plans are then reviewed within a manageable time frame to ensure the action has been completed. A risk assessment is only valid at the time it is carried out. It is important to monitor risks identified and to change anything that needs updating.The setting manager is ultimately responsible for health and safety and any risks identified are directed to her, she would then decide the best process to rectify them. Regular staff meetings are held where any issues can be raised. Children, parents, staff and visitors are made aware of any issues concerning health and safety to help minimise any risks and to ensure children are able to thrive in a healthy environment. With all members of staff being aware of the policies and procedures in place we are working together to create a safe, happy secure environment for the children. 1. Identify sources of current guidance for planning healthy & safe environments & services. There are a number of agencies that you could refer to for guidance for planning healthy & safe environments & services:  ·Health & safety executive – is the national independent watchdog for work-related health, safety and illness. They are an independent regulator and act in the public interest to reduce work-related death and serious injury across Great Britain’s workplaces  ·Child accident prevention trust – they are committed to reducing the number of children and young people killed, disabled or seriously injured in accidents. Department for schools & families – is committed to creating a world-class state education system. They will work to improve the opportunities and experiences available to children and the education workforce by focusing on the following priorities: Giving greater autonomy to schools Improving parental choice Offering more support for the poorest Whole system improvement Great quality provision for children EYFS – sets standards and frameworks to follow to ensure the safety of children & young people  ·The government web-site – (directgov) is a great source of information and guidance  ·Workplace policies & procedures – health safety in work place, risk assessment, care-plans, healthy choices food, adhere to codes of practice promote a caring safe environment, meet the child's needs and requirements, keep confidentiality, communicate with multi agencies, record all accurate information and everything documented, safeguarding policies, pass on information to relevant people, promote well-being, keep updated on training to develop your skills and improve your knowledge, raise any concerns to relevant people . 4Explain how current health & safety legislation, policies & procedures are implemented in own work setting or service. The most important legislation in the UK is the Statutory Framework for the Early Years Foundation S tage. Since 2008 this sits alongside health and safety legislation and covers every aspect of the welfare of children which includes – †¢ Safeguarding †¢ Suitable people †¢ Suitable premises and equipment †¢ Organisation †¢ Documentation Health & Safety is very important. The Health & Safety Act is up on the wall for all of us to refer to if needed. My manager ensures that we all are trained and up to date with any new policies.We have fire drills (Fire Safety Order 2005), so all staff and children know what to do and where to assemble. We carry out Fire risk assessments each term. We are all trained or in the process of training in first aid, (the First Aid at Work Regulations 1981) and have adequate, appropriate equipment and facilities for providing first aid in our setting. We know how to record any first aid incidents or accidents and a bump note is always sent home with the child, when it’s a member of staff who is hurt for example I cut my finger, so I had to fill in an accident form detailing how and what first aid I was given and sign it. We ensure the setting provides a clean and safe environment for the staff and the children to work in.If any staff member is required to clean any spillages or clean any bodily fluids up we know where the products are kept and how to dispose of it safely and also what protective clothing to wear. All cleaning products and chemicals are kept in a locked cupboard. Children are taught to wash hands before eating and after using the toilet and also to throw away any tissues and wash their hands. If any child is ill which may spread to others their parents are informed and asked to collect the child as soon as possible and they are asked to keep the child off school for the appropriate length of time required so as to prevent it spreading to others. We are all responsible for good house keeping; new employees are informed of all relevant health and safety information as part of the i nduction process.All equipment has the correct safety markings in place, and electrical equipment is PAT tested yearly. The setting manager is responsible for the purchasing and maintenance of equipment and materials ensuring that it all complies with current health and safety standards. Risk assessments are carried out and reviewed on a regular basis (the Management of Health and Safety at Work Regulations 1999). Educational visits and journeys are all risk assessed. We also refer to and follow the legal framework:  ·Health and Safety at Work Act (1974)  ·Management of Health and Safety at Work Regulations 1992  ·Electricity at Work Regulations 1989  ·Control of Substances Hazardous to Health Regulations (COSHH) (2002)  ·Food Hygiene 2006  ·The Care standards Act Childcare Act 2006 – this sets out the statutory framework for assessment of settings, including health and safety in EYFS in force from Sept 2008  ·Manual Handling Operations Regulations 1992 (as amen ded)  ·Health and Safety (Display Screen Equipment) Regulations 1992  ·EYFS framework  ·Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR) 1995  ·Smoking Ban – UK wide in indoor public places from 1st July 2007 (EYFS includes a legal requirement to ensure children are always in a smoke-free environment)  ·Motor Vehicles (Wearing of Seat Belts)(Amendment) Regulations 2006 2Be able to recognise & manage risks to health, safety & security in a work setting or off site visits Assessed in the real work environment 2. 1/2. 2/2. 3 2. 4Explain how health & safety risk assessments are monitored & reviewedAny setting or activity carries a level of risk, by identifying and reducing risks in advance, the children in our care can make full use of the setting or activity to maximise the value and enjoyment. There are several different risks that you need to consider- †¢ Physical risks †¢ Security risks †¢ Fire risks †¢ Food safety r isks †¢ Emotional risks †¢ Personal safety risks Effective management of risk should become automatic as we become more experienced. For every activity we plan, we think about the hazards, the likelihood of the hazard occurring and the control measures. If I see a hazard in my day-to-day work, I deal with it straight away; it can be as simple as mopping up spilt water or moving toys of the floor.Risk assessment forms are used to assess hazards and identify control measures for all activities and outings. We carry out daily risk assessments throughout the setting and outside the setting. Our manager is responsible for the risk assessments that are carried out yearly (electrical/fire equipment/building) and for reviewing the risk assessments once or twice a term. A good risk assessment is only valid at the time it is carried out. Although the setting, outing or activity may be one you have used many times, one very important factor will change: The children taking part. Effe ctive risk assessments must take account of each child taking part and the number of children.Once we have started the activity that we have risk assessed it is important that we monitor the risks we identified and if anything changes we should review and change the risk assessment immediately. 3Understand how to support children & young people to assess & manage risk for themselves. 3. 1Explain why it is important to take a balanced approach to risk management We consider Managing Risks in Play Provision to be an important document that will contribute to the debate on the provision of children's play. It articulates the balance between the benefit and the need for children to play against the duty of play providers to provide safe play.We must not lose sight of the important developmental role of play for children in the pursuit of the unachievable goal of absolute safety. It makes clear that the safety must be considered at all stages of play provision but that, inevitably, there will be risk of injury when children play, as there is risk of injury in life generally. The important message is though that there must be freedom from unacceptable risk of life-threatening or permanently disabling injury in play. † Any activity a child does involves some risk. If the activity is well planned and organised with thought given to possible risks the likelihood of an accident or injury should be minimal. The secret is to balance the risks of an activity against the benefit to and safety of the child.Risk and challenge are important to a child’s development. Avoiding all risks and challenges would result in a very timid adult lacking in many everyday skills and abilities. It would be very easy to respond to all the risks to which children are exposed by not allowing them to explore or experiment. Children need to explore their environment, it is one of the ways in which they learn, but it needs to be a â€Å"safe† environment where adults control th e risk. Children need some freedom in order to develop their skills. Understanding the stage of development a child is at and their individual needs can help to provide the right amount of risk in activities. 3. Explain the dilemma between the rights & choices of children & young people & health & safety requirements. 3. 3Give example from own practice of supporting children or young people to assess & manage risk. Children learn by trying out new experiences and making choices. But they do not always have the skills and judgement to make safe choices. We as careers have the responsibility to identify potential hazards in any situation and to judge when it is safe to allow a child to undertake an activity or make a choice. Some children need this freedom to explore risk more than others. In a well-controlled setting the child can be encouraged to explore and try out new skills.At the start of the year our reception children were encouraged to explore the outdoor play activity. A few of the children were too scared to try and go round the activity, we supported them by holding their hand and walking around the activity with them, after a few times we would walk round with them but not hold their hand, instead we would praise them (wow look how far you have come; nearly there well done). Within a few weeks they were all able to go round the activity on their own. Some of the older children are allowed to climb the trees at the setting, if one of the younger children wanted to climb a tree and I felt that it was not suitable for their age and stage of development, I would suggest a different activity for them to do.Understanding the stage of development a child is at and their individual needs can help us to provide the right amount of risk in activities, for example children under the age of 8 cannot safely judge the speed or distance of a car on the road, so a child under the age of 8 should never be allowed to cross the road alone. Children are usually very go od at deciding what is safe or not. Using large play equipment is a good example of how children assess and manage risk. Without adult or another child’s interference most children will not stretch themselves beyond their capabilities. 4. Understand appropriate responses to accidents, incidents emergencies & illness in work setting & off site visits. 4. 1Explain the policies & procedures of the setting or service in response to accidents, incidents, emergencies & illness. 4. 2Identify the correct procedures for recording & reporting accidents, incidents, injuries, signs of illness & other emergenciesDuring our induction we go through the procedures to ensure that if an accident, incident, emergency or illness occurs we will know what to do and are able to carry out the required actions calmly and confidently. They are keep in a file that is easily accessible for careers to look at if requested, and so that we may refer to them if needed. Accident/First Aid: We have a qualifie d first aider in the setting or on an outing at any one time. It is our settings policy that all staff has a valid first aid qualification, so training in first aid is offered to all staff members. If a child has an accident at the setting and requires first aid then the relevant qualified person will use the settings first aid kit, which is easily accessible and regularly checked.When an accident occurs we fill out or accident book which details; where, when, how and what treatment was administered. The parents/carer is then informed and asked to sign it at the end of the session. If the injury is more severe and requires further medical attention then the parent/carer is contacted and informed or following signed consent on the settings registration form the child can be taken to the nearest Accident and Emergency unit. We have a duty to inform Ofsted and the Health and Safety Executive of any injury that requires treatment by a medical professional or in the event of the death. O ur manager reviews the accident book at the end of each term. This allows us to identify any potential or actual hazards. Medication:Before any medication can be given parents/carer have to complete and sign a consent form. The form states the child’s name; the name of the medication; the dose & frequency; how the medication should be given (before food/with food). All medication is stored appropriately in the kitchen out of the reach of the children in the setting. For the safety of the staff and children, all medication that is given to children is witnessed and checked by another member of staff. Incidents: When an incident occurs at the setting we record it in our Incident book, which is kept in the filing cabinet. An incident could be a break in or theft, vandalism, dangerous occurrence, injury or fatality.In the incident book we record the date and time of the incident, nature of the event, who was affected, what was done about it – or if it was reported to the p olice, and if so a crime number. Any follow up, or insurance claim made, should also be recorded. We comply with current HSE Regulations and report to the Health and Safety executive. Emergencies: These procedures state what to do in the event of a fire and/or evacuation. Our manager is responsible for the procedures ensuring they are up-to-date and in place. We carry out regular fire drills so that the children and staff know what to expect and also to identify any issues with our procedure. The dates and time taken to carry out fire drills are recorded. Sickness and illness:The settings policy for the exclusion of sick or infectious children is given to parents/carer in the settings information pack; these include the period of time we require a child to stay home following a bout of sickness or diarrhoea or other infectious illness such a chicken pox. When infectious illness is discovered, such as head lice, letters are given out to notify parents. If a child, following consultat ion with a qualified medical professional has an infectious disease, which is on the notifiable diseases list, then Ofsted are informed. If a child becomes ill whilst at the setting the parent/carer are called, if they are not available we have a list of authorised emergency contacts in the child’s file we can call to collect the child, until such time the child is cared for in an appropriate area of the setting.If a child becomes unwell and is a cause for serious concern then an ambulance would be called. We have procedures and specific cleaning kit for use on spilled bodily fluids. Recognising illness difficulty breathing – high temperature/fever – blueness around the lips – cold extremities – pale or clammy skin – floppy, unresponsive or unconscious Situations to be familiar with: Bites and stings – bleeding – burns and scalds – choking – electric shock – extreme effects of heat and cold – eye inj uries – poisoning – suspected fractures – meningitis – anaphylactic shock – febrile convulsions (www. nhs. co. uk) foreign bodies – caring for the unconscious person.All children have an emergency contact number in their files, it may not be the child’s parents, because of work commitments may make it difficult for them to be contacted, it may be the grandparents or auntie that is the emergency contact instead. The manager or key worker will get in touch with the emergency contact as soon as possible and inform the relevant person of the incident, and where the child has been taken if the accident was serious. The key worker or someone the child knows well will go to the hospital with them until there parents or other careers arrive, this will help reassure the child and be a point of contact when the parents arrive.

8 1/2 Federico Fellini

8 ? Federico Fellini Film 8 ? by Italian director Federico Fellini was one of the most influential film of the post-war 1960? s. Nevertheless, this film is an Italian comedy which was based on Guido Anselmi a famous Italian film director. Guido Anselmi has a mental block when it comes to his film, (â€Å"director‘s block†) and struggles with his flash backs, dreams, and reality. Guido desperately tries to find an inspiration to help him finish his film. However, with the wife, mistress, and friend’s pressure it becomes much harder for Guido to focus on his film production.This film was shot in black and white and yet of the depletion of technology and the un-discovery of color, Fellini still as a filmmaking director portrays the amusing and perplexing shots and scenes from the film in an engrossing way. Federico Fellini who directed the film gave the audience a new perspective of filmmaking and techniques. Fellini used several film techniques, but these two techni ques stood out. Mise-en-scene and camerawork which both helped make this film one of the best of its time.On the other hand, Fellini was also one of the many film directors who used reflexivity, which means he created awareness of itself as a process as well as a process. This gave the film and audience an impression of what and how Federico Fellini works on his films. The audience can in a way get into Fellini’s mind and try to understand what it is that he is thinking or struggling with. Federico Fellini made 8 ? in a non-chronological way, which means that the film has no shot order. Guido’s dreams and reality intertwined throughout the entire film.This throws the audience off track but Guido’s on and off dream, memory and reality shot’s in the end come to making sense. Fellini used mise-en-scene for 8 ?. Mise-en-scene is a French term which means â€Å"what is put into the scene/frame†. Fellini knows the importance of lighting, background, and location. This is what makes the audience more aware and also helps understand what is happening throughout the film. For example, in one of the scenes, Fellini shows Guido speaking to his father and the camera angles shows his father standing in the foreground. This makes Guido’s father look smaller in the background.This is a very good example of mise-en-scene because it’s defined as the articulation of cinematic space. In this film Fellini took very good advantage of the frame. His way of placing characters is quite fascinating he almost places them like if they’d been on a stage while filmmaking. Camerawork was the second of many techniques that Federico Fellini used for the production of 8 ?. The way Fellini used the camera to show close ups, long shots, images, frame within a frame, and montage were very eye catching to the audience. One example would be, the scene where Guido remembers when he was younger and how he was wrapped with sheets.Then suddenly h e starts to fantasize that all the women who live in the house with him, where carrying him. Fellini focused on that specific scene where Guido? s face is far beyond noticeable on the camera and the viewer can clearly see his face expressions. The audience can almost feel as if they where there with Guido in that same house. Another good example of Fellini’s great camerawork would be the scene where Guido is in some sort of sauna with many men and women, and the audience can clearly see Guido’s facial expressions when he sees the woman in some sort of bath robe walking to her side of the women? sauna. Guido rapidly, gets distracted and the viewers are able to see the close up on Guido’s face. Following the scene where Guido is called to speak to his eminence, the camera deep focus on the window that is opening and vapor is coming out. Guido’s eminence is being bathed by his helpers. Fellini really embraced the fact that Guido is very religious since he wa s very young. Despite his crazy fantasies, and memories, he still seeks for his eminence to obtain permission to do his film. However, the camera work is not the only technique that makes this film special.The shadows, dark lighting and the use of location are also, very important in 8 ?. Federico Fellini made the audience more aware of what was happening throughout the film. Location is where the moviegoers can connect with the film. To conclude Federico Fellini’s film 8 ? was very amusing despite the confusion it caused through the film. The audience struggles to see if it’s reality that is happening in Guido’s life or if it’s just another of his dreams. Now, Guido would dream and fantasize because that was a way for him to cope with his lost inspiration. ? was not only the greatest film during the post- war era, but it also influenced the making of a play, and musical named â€Å"Nine† (1980) which was a revival of the Fellini’s film 8 ?. Nevertheless, film director Federico Fellini and this film itself have made me understand much more of the various types of cinematography and filmmaking techniques there is. However, the film was confusing the surrealism of the film and Guido? s flashbacks, fantasies, and reality made Fellini? s film 8 ? quite an adventure to have seen.

Phenomenon of Social Networking Essay

Social networking evolved as a result of the many challenges which were encountered in the past in the process of communication. Given that the loved ones and business associates wanted to keep in touch, a desire for a social network came into place in order to facilitate social networking where people can be able to communicate with ease. The social networking made possible for people to talk randomly globally to other millions of people thus helping to put out the communication thirst with people of like mind. The social networking evolved in order to offer more opportunities for people to meet and stay in touch both known and unknown. Furthermore, it made easy for people to exemplify personas and also feel unconventional. The social networking however is associated with a number of dangers. It leads to many new cyber crimes in that it creates a long term personal havoc which is regrettable later in life given that people do make fun of others or false identity online leading to enormous consequences as a result of online inappropriate behaviors. Scammers may try to steal or use ones personal information and use it to fraud, since they can stole your password and use it to send out spam messages which will ruin your reputation online (Hassam, 2010). Sexual predators can get information especially from kids and harm them. Children more so do not observe privacy and can leak out important information. Furthermore, information made online is public and thus no privacy is entailed. In conclusion, social networking plays a big role in helping people to make friends, market yourself or business and to find romance online nevertheless they can be misused thus ruining our privacy and reputation. Social networking is best used in sharing ideas but not private and confidential information’s.

Scientific Management was the product of 19th Century industrial Essay - 6

Scientific Management was the product of 19th Century industrial practices and has no relevance to the present day - Essay Example While this theory of management had become irrelevant within the first quarter of the 20th century, many of ideas, which were proposed by Taylor, are still being applied today. In fact, it can be said that Taylor’s ideas still have a significant influence on how management is conducted, and has affected most of the other management theories, which came after it. While there are some who would argue that this theory of management is still as relevant today as when it was first proposed, others believe that its relevance is not compatible with modern standards. Although both sides have some real pertinent points to justify their claims, one would argue that despite its being effective, the theory of scientific management has lost its relevance in the current world. The way this theory was applied in its time cannot be effectively done in the current competitive global economy. The first case that one would make against the application of this hypothesis in the modern world is th at it takes away the autonomy of workers. While some would argue that the application of this theory would increase production, they do not consider the fact that, in the modern market, the availability of products in the market is not the only thing that determines whether consumers by them or not (Jeacle 2004, p.1162). In the highly competitive economy that exists today, it would be disastrous to take away the autonomy of workers because this would decrease innovation. Innovation is one of the most fundamental aspects in the modern world because it gives an organization an advantage over its competitors. Companies today are highly dependent on the creation of new and efficient products to put in the market so that they can keep their competition at bay. These companies try to outdo each other every day by coming up with products which once they enter the market, make similar products made in the past irrelevant. The ability of these companies to create new products frequently is b ecause they give their employees the autonomy to come up with ideas, which help in the development of these new products. If the theory of scientific management were applied in such situations, then competitiveness in the market would be stifled. Instead, the same variety of products would flood the market, and this would negate any need to create good quality products. Moreover, employees in companies would not be motivated to come up with ideas, which would be beneficial to their employer. These employees would only do work for the sake of attaining an income and would not be motivated to do better. Those who support the theory of scientific management would argue that it is the best because it allows for the simplification of jobs. It enables even those who are unskilled to perform tasks, which they were not trained for (Lincoln 200, p.515). While this argument is true, one would counter it by stating that the simplification of jobs is not always the best way to undertake it. Thi s is because, in the current era of enormous technological advancement, it is necessary for individuals to specialize in the use of the different technologies that are available. If unskilled workers are employed to work in environments where there is need handle delicate machinery, for example, the likelihood of accidents and damage to the machinery-taking place would be exceptionally high. The time where people