Scene anylasis Fifth element Essay Example

Scene anylasis Fifth component Essay The film opens with a dose of what shows up as the watcher flying through a space rock belt, at that point the name of the film is uncovered, slicing to the watcher drifting in space with a blue and white planet being noticeable above. The camera container and pivots and an outsider spaceship gradually inches itself onto the scene. We as the watcher are promptly mindful that the film that we are going to watch is situated In sci-fi. Be that as it may, looking nearer, the boat that enters the casing, looks run down, old, practically organic, and Its creation Its way towards what has all the earmarks of being earth. A space rock gleams through the dark night sky scenery, shining with stars, and the camera skillet down towards the planet. Split seconds after the fact we find that the planet is, truth be told, earth, and that we are in Egypt in the year 1914. Promptly we have a Juxtaposition of the old and new, the old otherworldly component and the cutting edge sci-fi that we were given minutes prior. The scene keeps on indicating a little kid. Close to 10. Riding in on a jackass towards what has all the earmarks of being a type of mountain cavern. This is a case of transmission discourse ND dietetic sound. As the youngster approaches they start to comprehend that it is in actuality an archeological site being revealed, something like a sanctuary or sanctum. He is welcomed by other youngsters yelling out to him. The yelling is in, what I accept that is Egyptian, anyway it doesn't make a difference, the idiosyncrasies of the youngsters give us the setting of what's going on, they give off an impression of being yelling for the child to give them something, they are walling and you, the watcher, start to comprehend that the child riding the jackass is a type of currier. We will compose a custom article test on Scene anylasis Fifth component explicitly for you for just $16.38 $13.9/page Request now We will compose a custom article test on Scene anylasis Fifth component explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom article test on Scene anylasis Fifth component explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer The child gets off, runs up the inclined Atari of the sanctuary, he is plagued by different kids and they figure out how to take from him something like a gourd, or old conceal skin drinking sack. The child runs into the cavern like sanctuary structure, goes between certain segments of antiquated Egyptian plan, and looks around a corner to discover a man who Is analyzing the divider, with another man sitting In a seat, composing something. The kid utilizes textural discourse by shouting to Aziza who is another child who utilizes a huge brilliant or metal platter to hold himself up as he seems, by all accounts, to be snoozing, counterbalancing his weight with that of the enormous platter. The scene movements to the man contemplating the divider, and he yell to Aziza to create light, the child is surprised conscious, and we see that the platter Is utilizing the impression of the sun to deliver light on the divider. The man sitting In the seat denotes a different line for what seems, by all accounts, to be a how frequently Aziza get the man analyzing the divider and clarifying what he trusts it implies. We currently observe that he is analyzing images and symbolic representations on the divider, he is telling Billy, whom we presently accept that is his right hand to ensure and draw and record their find. Billy, showing up boarded, excuses the man and keeps on drawing a boat. The scene proceeds with a dismal hooded figure drawing closer behind the child conveying the conceal drinking sack, he gets him by the shoulder surprising the kid. The dismal hooded man shouts that the child has brought the water, adulates him, and sends him off on his way with divine beings endowments. The child runs out and we start to accept that this dismal hooded figure is progressively likened to a strict minister as opposed to the foreboding figure we thought of him minor seconds back. The scene moves back to the man looking at the divider, whom we can now securely say s a paleologist or researcher examining old sanctuaries and symbolic representations. The prehistorian utilizes dramatic discourse to clarify that the images speak to gatherings of individuals assembling around what seem, by all accounts, to be sections of components, fire, water, wind, and earth, and he goes on the clarify that the individuals and components are additionally accumulated around one peculiarity in the center, the fifth component, the incomparable being. Hearing this we switch back to the cleric in the hood, he pulls out a vial, approaching the master for excuses as they definitely know excessively. At that point the cleric drops the vial on the lour this made scansion sound as it made realized that it broke on the hard stone floor. The inclination moves back to us accepting that this minister, is truth be told, looking for trouble. In the wake of pouring the fluid from the vial into the shroud drinking sack the hooded minister ventures out from behind the columns and makes himself noticeable. Again we dont recognize what to think as he is welcomed with merriments from both the classicist and Billy the collaborator. The two of them clearly hold the hooded man in high view and consider him to be a strict individual calling him Father. The hooded minister approaches looking ere apprehensive, he is welcomed by the energized prehistorian who is disclosing to him that they have discovered what could be the most significant find in mankind's history. Out of sight the sign music set a dubious pace for the scene. At that point the dad anxiously pours them beverages of water, looking apprehensive, this persuades, and among his past explanations that the water has been harmed by whatever was in the vial he had poured in it. The prehistorian keeps on becoming energized guaranteeing that this find will put him on the map, and the minister recommends they toast to the find. As they are going to drink the harmed water the prehistorian suddenly stops, the pressure and apprehensive vitality originating from the minister is so acceptable you can nearly taste it now. The prehistorian spills the water out and shouts that water is nothing they can toast to and sends his right hand to bring diagram, which gives off an impression of being a type of champagne or white wine. The state of mind in the room abruptly switches, you can hear the youngsters giggling and yelling outside, the room starts to diminish and rapidly develop dim. The pries ventures towards the camera with a look of both veneration, dread, and amazement shouts that they re here. The following edge reintroduces the huge outsider boat, and we start to comprehend its size and scale, as it overshadows the mountain sanctuary cavern, the thing is enormous. Billy the aide has now seen it and he is groveling in interest and stunningness attempting to process the sight he is observing. The excavator disappointed at the together, sparkle in from the outsider boat into the sanctuary grounds, which enlighten the room massively. Satisfied with the light the prehistorian shouts much better to witch Aziza is stunned and stunned by, and we are given an exceptionally loving scene, that Juxtapositions all that we have seen up until now, magic, history, science, religion, and obviously, the sci-fi. Seconds after the fact the space ships sound entryways open and a few outsider animals start to land, they are moderate moving, huge, turtle like creatures shrouded in exceptionally dirty and old, old in any event, looking defensive layer or space suits. Despite the fact that they appear to be mechanical we don't know what they are as of now, Billy franticly gets for a pencil and starts outlining what he sees before him. The cleric tumbles to his knees and we currently realize that he holds a veneration towards these creatures. Apparently the creatures are muttering to one another as they are entering the scene then they approach the excavator who despite everything has not seen them, as he pivots lastly observes the creatures, we are treated with another entertaining scene, he asks are you German, to which the being before him shakes his head. This scene sets up the sound of the outsiders. One of the creatures starts to talk with the cleric, it shouts that the minister and those before him, apparently in his request, have served them well, however he expresses that the stones are not, at this point safe on earth and that war is coming. We at that point see one more of the outsider creatures approach the divider that the prehistorian was examining, a four pronged key like article projects from the creatures fingertip and he drives it into the divider to witch it opens, in this manner this gives off an impression of being a key, a vital aspect for opening mystery entries in the sanctuary. This scene is extremely intriguing on the grounds that we are currently given setting, anyway slight, to who or what these animals are. They clearly have the way in to the sanctuary which implies that they have comprehension and information on its structure. They have either manufactured it, or know the progress that did, whichever way we comprehend that these creatures hold some old information about humankind and the historical backdrop of our planet, if not our race. The paleologist is puzzled now he gives off an impression of being in a condition of stun, shouting this truly is incredible, to which the outsider animals appear to flag one another, one of them moves toward the excavator from behind and its eyes gleam, making the paleontologist swoon and tumble down. This is negating on the grounds that the outsiders expressed that the earth individuals have served them well then a couple of moments later takes out the educator oblivious with he sparkling eyes. The animals enter through the entryway and stroll into a kind of chamber, the chamber contains four columns encompassing one focal column in a square, the camera focuses in on the focal column and we start to make out its shape, it's anything but a column at everything except rather looking like a man with his mouth open to the sky. The cleric after seeing the man formed sculpture in the focal point of the chamber shouts that it is or speaks to the fifth component, whatever that might be, as we despite everything don't have the foggiest idea. One of the outsiders advises the others to take the stones, so they approach the four columns encompassing the chamber and evacuate long triangular stones, one from every column, th

Langston Hughes Essay Example for Free

Langston Hughes Essay Of the significant dark scholars who previously showed up during the energizing time of the 1920s normally alluded to as â€Å"the Harlem Renaissance,† Langston Hughes was the most productive and the best. As the Harlem Renaissance offered path to the Depression, Hughes resolved to continue his profession as an artist by carrying his verse to the individuals. At the proposal of Mary McLeod Bethune, he propelled his vocation as an open speaker by setting out on a broad talk voyage through the South. As he wrote in his personal history: â€Å"Propelled by the discharge of the â€Å"Harlem Renaissance† of the mid twenties, I had been floating along enjoyably on the wonderful awards of my sonnets which appeared to satisfy the extravagant of merciful New York women with cash to support youthful essayists. . . . There was one other dilemmahow to get by from the sort of composing I needed to do. . . . I needed to compose truly and just as I thought what about the Negro individuals, and make that sort of composing gain me a livin† (Hughes, 1964:31). Alain Locke, the main example of â€Å"The New Negro,† reported that the dark masses had discovered their voice: A genuine people groups artist has their balladry in his veins; and to me huge numbers of these sonnets appear to be founded on rhythms as prepared as folksongs and on states of mind as profound situated as society melodies. Dunbar should have communicated the laborer heart of the individuals. In any case, Dunbar was the artist of the Negro masses; here is their representative (Killens ed. 1960:41). Despite the fact that a great part of the verse Hughes was to write in the thirties and a short time later was to contrast extraordinarily regarding social substance from the verse he was creating in the twenties, a cautious assessment of his initial work will uncover, in germinal structure, the essential topics which were to distract him all through his profession. Hughes’s development as an artist can't be seen separated from an amazing conditions which push him into the job of artist. Surely, it was Hughes’s consciousness of what he actually viewed as a somewhat interesting youth which decided him in his drive to communicate, through verse, the sentiments of the dark masses and their inquiries of character. In â€Å"The Weary Blues†, Hughes introduced the issue of double awareness cunningly by putting two incidental explanations of way of life as the opening and shutting sonnets, and titling them Proem and Epilog. Their initial lines propose the polarities of awareness between which the writer found his own persona: â€Å"I Am a Negro† and â€Å"I, Too, Sing America. † Within every one of these sonnets, Hughes proposes the interrelatedness of the two characters: the line â€Å"I am a Negro† is resounded as â€Å"I am the darker brother† in the end sonnet. Between the American and the Negro, a third character is recommended: that of the writer or â€Å"singer. † It is this last persona which Hughes had accepted for himself in his endeavor to determine the problem of partitioned cognizance. Therefore, inside the bounds of these two sonnets rotating around personality, Hughes is introducing his verse as a sort of salvation. In the event that one looks all the more carefully at Hughes’s association of sonnets in the book, one finds that his actual opening and shutting sonnets are concerned not with personality however with examples of patterned time. The Weary Blues (the principal sonnet) is about a dark piano man who plays profound into the night until finally he falls into rest like a stone or a man that is dead. The keep going sonnet, then again, recommends a resurrection, an enlivening, in the wake of the difficult night of tired blues: â€Å"We have tomorrow/Bright before us/Like a flame† (Hughes 1926:109). Hughes saw the poet’s job as one of duty: the artist must endeavor to keep up his objectivity and masterful separation, while simultaneously talking with energy through the medium he has chosen for himself. In a discourse given before the American Society of African Culture in 1960, Hughes asked his individual dark authors to develop objectivity in managing darkness: â€Å"Advice to Negro essayists: Step outside yourself, at that point think back and you will perceive how human, yet how wonderful and dark you are. How dark in any event, when you’re integrated† (Killens ed. 1960:44). In another piece of the discourse, Hughes focused on craftsmanship over race: â€Å"In the incredible feeling of the word, whenever, wherever, great workmanship rises above land, race, or nationality, and shading drops away. In the event that you are a decent author, at long last neither darkness nor whiteness has any kind of effect to readers† (Killens ed. 1960:47). This way of thinking of masterful separation was basic to Hughes’s contention in the a lot prior paper The Negro Artist and the Racial Mountain, which turned into a revitalizing call to youthful dark authors of the twenties worried about accommodating imaginative opportunity with racial articulation: â€Å"It is the obligation of the more youthful Negro craftsman on the off chance that he acknowledges any obligations whatsoever from pariahs, to change through the power of his specialty that old murmuring I need to be white covered up in the yearnings of his kin, to Why would it be advisable for me to need to be white? I am a Negro and excellent! ’† In this extraordinarily considered pronouncement, Hughes endeavored to coordinate the two aspects of twofold cognizance (the American and the Negro) into a solitary vision-that of the artist. His verse had mirrored this thought from the earliest starting point, when he distributed The Negro Speaks of Rivers at nineteen years old. Arna Bontemps, in a review look at the Harlem Renaissance from the separation of very nearly fifty years, was alluding to The Negro Speaks of Rivers when he remarked: â€Å"And nearly the primary articulation of the recovery sent out a vibe that upset wonderful convention. † (Addison ed. 1988:83). In Hughes’s verse, the focal component of significance is the attestation of darkness. Everything that recognized Hughes’s verse from the white writers of the twenties spun around this significant certification. Melodic expressions, jazz rhythms, Hughes’s uncommon brand of â€Å"black-white† incongruity, and lingo were all reliant on the need of dark selfhood: â€Å"I am a Negro/Black as the night is dark/Black like the profundities of my Africa† (Hughes 1926:108). Hughes wrote in his collection of memoirs: My best sonnets were totally composed when I felt the most noticeably awful. At the point when I was upbeat, I didnt compose anything (Hughes 1991:54). At the point when he initially started composing verse, he felt his verses were too close to home to even think about revealing to other people: Poems came to me now unexpectedly, from some place inside. . . . I put the sonnets down rapidly on anything I had a hand when they came into my head, and later I replicated them into a scratch pad. Be that as it may, I was hesitant to demonstrate my sonnets to anyone, since they had become intense and especially a piece of me. Also, I was apprehensive others probably won't care for them or get them (Hughes: 34). These two articulations with respect to his verse propose profound basic passionate strains just like the wellspring of his innovativeness. But the individual component in Hughes’s verse is on the whole lowered underneath the persona of the Negro Poet Laureate. On the off chance that, as Hughes proposed, individual despondency was the foundation of his best work, it at that point follows that, so as to keep up the singleness of direction and commitment to his craft, he would be required to forfeit some level of passionate strength. The persona of the writer was the job Hughes received in his absolute initially distributed sonnet, as the Negro in The Negro Speaks of Rivers. It was a persona to which he would stay loyal all through his protracted profession. The connection between his own encounters and his verse has been constantly apparent. References Addison Gayle, Jr. , ed. (1988). â€Å"Negro Poets, Then and Now,† in Black Expression: Essays by and About Black Americans in the Creative Arts, New York: Weybright Talley Langston Hughes (1964). I Wonder As I Wander, New York: Hill Wang Langston Hughes (1926). The Weary Blues, New York: Alfred A. Knopf Publishing, republished, 1982 Langston Hughes (1991). The Big Sea: An Autobiography. 1940. New York: Hill Wang Killens, John O. ,ed. (1960). â€Å"Writers: Black and White†, The American Negro Writer and His Roots: Selected Papers from the First Conference of Negro Writers, March. New York: American Society of African Culture

The Short Guide to Getting Rid of Your Crap

The Short Guide to Getting Rid of Your Crap I recently teamed up with one of my favorite writers, New York Times-bestselling author Julien Smith, to write an essay, The Short, 16-Step Guide to Getting Rid of Your Crap, for his popular blog. I hope you enjoy it. Subscribe to The Minimalists via email.

Active and Passive Euthanasia - 1012 Words

PHI 2630- Introduction to Ethics April 20, 2013 Active and Passive Euthanasia Most moral codes state that killing another human being is morally wrong. I would agree that to kill another human being in the heat of anger, for material gain or in the event of committing a crime would be morally wrong. But I feel that our moral codes are lacking in certain areas and do not take into account some situations where killing another human being would be morally acceptable. This type of killing would be to end the person’s suffering only. These cases the killing would be called active and passive euthanasia. Active euthanasia â€Å"taking a direct action to kill someone, to carry out a â€Å"mercy killing†. (Vaughn, 2010) â€Å"Passive Euthanasia is†¦show more content†¦I would argue in favor for the case of active euthanasia where a patient, bedridden, in excruciating pain from cancer, to end their suffering. The patient knows they are terminal and they have no happiness to look forward to, their days are limited to endless pain. The pa tient feels they are a burden to their family both financially and physically, as the family members are handling all the daily care of the patient. If the patient asks for medication to end their life it should be given. It is not so different than Hospice care, where medications are given to keep the patient comfortable from the pain. As the pain increases, so does the dosages of the pain medicines, until eventually the patient slips into a coma due to organ failure from the pain medication or overdoses. The patient is able to choose the moment to end their suffering if allowed to determine when they would ingest the medicine. The major concern in any cases of euthanasia would come if a person were in such a state and had not left any instructions. Would the person want to die in this case? Is there a possibility of recovery? If recovery is possible, is the personal representative or family member requesting euthanasia going to benefit from the person’s death? Ca ses such as these give argument to not allowing either active or passive euthanasia. In conclusion, we know the human body only survives for a finite amount of time. Our cells are constantlyShow MoreRelatedEuthanasia And Passive And Active Euthanasia1335 Words   |  6 PagesEuthanasia, with a Greek origin meaning â€Å"good death† or â€Å"easy death,† has been a controversial topic for a fairly long time. In more lexical terms, euthanasia is known as the act of ending a life due to an incurable disease or a suffering that one should not bear. In this paper, I will be providing an in depth look of what passive and active euthanasia is. The lexical distinction between passive and euthanasia is one actively killing another, and the other being the act of allowing one to die. IRead MoreActive Euthanasia And Passive Euthanasia917 Words   |  4 Pages Active euthanasia Active euthanasia is also known as â€Å"assistant suicide.† Euthanasia is usually used for people suffering from terrible pain and incurable disease. Some people relate euthanasia to suicide. However, euthanasia is very different than suicide and taking someone off their life support. I believe active euthanasia is better than passive euthanasia and will demonstrate my opinions. The different between active euthanasia from passive euthanasia is let the patients less suffering, lessRead MoreActive and Passive Euthanasia1976 Words   |  8 PagesSection: Philosophy 1318 Article: â€Å"Active and Passive Euthanasia† by James Rachels Author’s Thesis: There is no principal difference between active euthanasia and passive euthanasia. Argument for Rachel’s Thesis: Active euthanasia is in many cases more humane than passive euthanasia. Intentions and actions are two separate ideas which cannot be compared. He also explains how inaction is still an action because there is a consequence. When performing euthanasia, no matter the intentions, someoneRead MoreActive Euthanasia And Passive Euthanasia Essay2120 Words   |  9 Pages Active euthanasia is a subject that is raising a lot of concern in today’s society on whether or not it should be legalized and under what circumstances should it be allowed. This is a very tricky subject due to its ability to be misused and abused. There are a wide variety of things that need to be considered when it comes to who should be allowed to request active euthanasia such as, is it an autonomous choice, do they have a terminal illness, is their quality of life dramatically decreased, andRead MoreEuthanasi Active And Passive Euthanasia1634 Words   |  7 Pagesof Alaba ma, wrote a paper called Active and Passive Euthanasia where he argues against the distinction between killing in letting die. He says that the distinction is made on morally irrelevant grounds. He says that the distinction between passive and active euthanasia should not be based on whether or not wanted more morally permissible then the other. To prove his point Rachel uses three dif-ferent examples, which included different circumstance where euthanasia is involved. He looks at each exampleRead MoreEuthanasi Active And Passive Euthanasia995 Words   |  4 Pagesabout euthanasia in such depth until this assignment. It isn’t something completely new to me because I have heard about it, it happens everywhere, even if you or I don’t see it. But, I never gathered my thoughts about such a serious topic. Reading such opinions from these authors made me find out more about this topic but I cannot say I have came to a clear and set decision or opinion about euthanasia. As James Rachels states, â€Å"I can understand why some people are opposed to all euthanasia, and insistRead MoreEuthanasi Passive Euthanasia And Active Euthanasia Essay1927 Words   |  8 Pageschoosing euthanasia. The family or caregiver may pressure the patient into choosing euthanasia just so they could be relieved of the burden of caring for said patient. This may happen because the family or caregiver has had a lot of pressure put onto them. Financial burden being a leading factor. Although there is no data that completely verifies this possible problem, opponents argue that it can be a possible issue and that it should be addressed. (Ezekiel 637). There are two types of euthanasia. PassiveRead MoreEuthanasi Active And Passive Euthanasia1562 Words   |  7 PagesEuthanasia, also known as voluntary or assisted suicide, is used for terminally ill patients to end their lives instead of undergoing painful treatments and torment of waiting for death. There are, however, two different ways in which A can bring about B’s death. In this essay I will present the distinction between active and passive euthanasia as explained by James Rachels in his article called â€Å"Active and Passive Euthanasia†. I will also debate whether euthanasia is justified or not by presentingRead MoreActive And Passive Euthanasia Essay1739 Words   |  7 Pages Rachels and Brock In â€Å"Active and Passive Euthanasia† Rachels demonstrates the similarities between passive and active euthanasia. He claims that if one is permissible, than the other must also be accessible to a patient who prefers that particular fate. Rachels spends the majority of the article arguing against the recommendations of the AMA. The AMA proposes that active euthanasia contradicts what the medical profession stands for. The AMA thinks that ending a person’s life is ethically wrongRead MoreThe Argument Of Active And Passive Euthanasia1240 Words   |  5 Pagesarticle, Active and Passive Euthanasia,† In his article Rachel’s argues that both passive and active euthanasia are morally permissible and the doctors that is supported by the American Medical Association(AMA) is believed to be unsound. In this paper I will offer a thorough analysis of Rachel’s essay then so offer a critique in opposition of his arguments. In conclusion I will refute these op positions claims by defending Rachel’s argument, and showing why I believe his claims that both active and passive

Technology, Educational Purposes, Communication, And Other...

Today technology can have many different uses. People use technology for entertainment, educational purposes, communication, and other everyday uses. In 1984, Big brother uses telescreens, a speakwrite,memory holes, microphones, and helicopters to secure control throughout Oceania. By using these technologies, Big Brother has raised fear and awareness in his citizens to keep them in line. Big Brother also uses technology to control their minds in certain ways. Telescreens are the primary way Big Brother uses technology to secure control in Oceania. Telescreens are large screens that are placed in homes and public venues. Telescreens work as two way mirrors, because whoever is looking can see out but not in. In 1984 it says,†¦show more content†¦In 1984 it says, â€Å"By sitting in the alcove, and keeping well back, Winston was able to remain outside the range of the telescreen, so far as sight went. He could be heard of course, but so long as he stayed in his present position he could not be seen. It was partly the unusual geography if the room that had suggested to him the thing that he was now about to do.† (pg. 6) This quote is describing Winston’s flat and how everything is positioned. Winston notices that the telescreen, in his flat, is positioned in away that he can sit somewhere else and not be seen. The unordinary position of Winston’s flat had quite the influence on him doing what he was about to do, which was writing in a journal . The fact that Winston felt a little bit of excitement, when noticing that he’s able to be out of the telescreen range, shows the heavy weight being lifted off of Winston’s shoulders. Big Brother uses telescreens to secure control by causing the citizens of Oceania to be aware of being watched and heard. The presence of a telescreen is just a physical reminder that’s saying â€Å"Watch what you do and say.† winston , who realized his hidden space o the telescreen, started disobeying they unspoken rule, which is to not write in a diary, and started writing in a diary. The telescreen ensures control by making sure no one breaks the rules. Along with telescreens, microphones and helicopters also

Woolf and Mcewan How the Modern Became Postmodern Free Essays

Ian McEwan’s Atonement draws inspiration from and alludes to a vast number of 20th century modernist authors and works, both stylistically and thematically. For a novel to be considered a successful culmination to the reading of a large body of works, however, it must not be content with merely echoing the themes, styles, and forms of the past. Rather, it must extend them, add to them creatively, and attempt to pull them into contemporary readership. We will write a custom essay sample on Woolf and Mcewan: How the Modern Became Postmodern or any similar topic only for you Order Now While his thematic and stylistic allusions to 20th century greats such as Virginia Woolf show his intellectual knowledge of and debt to 20th century modernist writing, it is McEwan’s ability to transform these stylistic and thematic elements and mold them into a postmodern classic that makes Atonement a more than adequate culmination to the readings of a 20th century British Literature course. Stylistically, McEwan draws most heavily from the works of Virginia Woolf for the opening portion of Atonement. The slow pace of the opening, allowing for the painstakingly detailed description of nearly every scene, in addition to the examination of the psychological motives of multiple main characters, closely mirrors the style of Virginia Woolf, which she incorporates into the majority of her works. To quote a characteristically slow paced, though psychologically enriched, passage from the opening of Woolf’s Between the Acts, â€Å"Mrs. Manresa bubbled up, enjoying her own capacity to surmount, without turning a hair, this minor social crisis—this laying on of two more plates. For had she not complete faith in flesh and blood? and aren’t we all flesh and blood? and how silly to make bones of trifles when we’re all flesh and blood under the skin† (Woolf 39). The passage, to one unfamiliar with the stylistically innovative style of Woolf, seems to meander under the weight of an overly descriptive narrative and, more prominently, under the psychological musings of a character that, until a few pages previous, was nonexistent to the reader. The majority of Between the Acts contains passages of a similar style, of which this is only one randomly chosen example. As is true of many of the passages that can be found in any Woolfian novel, advancing the storyline is secondary to fleshing out the motives, thoughts, and feelings of the characters. With the plot safely set behind in-depth psychological examination in rank of importance, Woolf is free to experiment with a stream-of-consciousness style narrative in which psychological elements of the story feature more prominently than physical elements. In addition to the stream-of-consciousness for which she is well known, there are other characteristics common to much of Woolf’s work. For example, she has the tendency to describe a scene, more often than not, a natural scene, in painstaking detail, reluctant to add action that would too quickly further the narrative. Another passage from Between the Acts provides and adequate example of this, reading, â€Å"Here came the sun—an illimitable rapture of joy, embracing every flower, every leaf. Then in compassion it withdrew, covering its face, as if it forebore to look on human suffering. There was a fecklessness, a lack of symmetry and order in the clouds as they thinned and thicked. Was it their law, or no law they obeyed? † (Woolf 23). This description of nature essentially is of no consequence to the narrative yet the full passage describing the weather proceeds for almost a full page. The flowing, exceptionally detailed descriptions coinciding with an apparently lacking story line and an in-depth psychological view that the reader is privy to as a result of the stream-of-consciousness style, are all aspects of Woolfian literature that McEwan attempts to draw from and mold to his own postmodernist designs. While McEwan draws inspiration from Woolf in a way that would be just as simple for an author of less talent to do, his aims are far deeper reaching than an author who simply wishes to garner a comparison to Virginia Woolf. McEwan does borrow quite clearly from the stylings of Woolf, even commenting it upon it himself, writing, â€Å"we wondered if it owed a little too much to the techniques of Mrs. Woolf† (McEwan 294). Rather than be content with merely keeping her modernist conventions intact, however, he completely alters their meaning within the context of his own novel. In the opening portions of Atonement, for example, McEwan, in quite a similar way as Woolf, attempts to gain entry to the psychological depths of his characters. With the exception of a few broad passages required to move the story forward through dialogue or action, the majority of the opening is devoted to the internal monologues of the characters and an examination of their needs, desires, and feelings. This is clearly defined in the earliest pages as the ovel provides passages such as, â€Å"She wanted to leave, she wanted to lie alone, facedown on her bed and savor the vile piquancy of the moment, and go back down the lines of branching consequence to the point before the destruction began† (McEwan 14). This passage, one of many in a similar style throughout Atonement, attempts, in a stream-of-consciousness in the classic Woolfian sense, to examine the inner psyche of the character rather than force any sort physical, tangible action to occur. In this way, the storyâ€⠄¢s narrative may seem slow paced while the characters’ motives become more well known to the reader. This borrowing stylistically from Woolf is not necessarily important or groundbreaking, and is certainly no deciding factor in whether this novel should be viewed as a classic in coming decades. There have been many authors who have devoted the entirety of their works to the stream-of-consciousness fiction that Woolf helped to pioneer. As mentioned above, what makes McEwan an author deserving of longevity in his works is that the allusions are not merely presented, but are completely altered from their original meaning by the context of Atonement. He takes deeply alluded to modernist conventions and makes them Briony’s primary source of inspiration, seen most clearly when she ponders the new school of authors and realizes, â€Å"She no longer really believed in characters. They were quaint devices that belonged to the nineteenth century†¦Plots too were like rusted machinery whose wheels would no longer turn†¦It was thought, perception, and sensations that interested he, the conscious mind and how to represent its onward roll† (McEwan 265). There is a certain depth and complexity in the fact that McEwan represents these modernist conventions not as his own, but as those of a thirteen year old girl, the central character of his metanarrative. What McEwan does next with these modernist principles of writing is attempt to show that they too are vestiges of the past, doomed to fall in the face of a more ethical and moral fiction. Just as Briony rejects the realism of the authors of the nineteenth century, McEwan is rejecting the modernism of the 20th century in favor of a postmodernism. One of Briony’s internal monologues to which the reader is privy, begins, â€Å"The interminable pages about light and stone and water, a narrative split between three points of view, the hovering stillness of nothing much seeming to happen—none of this could conceal her cowardice† (McEwan 302). These characteristics, all of which have been shown to influence Woolfian literature, have all failed Briony’s attempt to hide what she knows she has done. The monologue continues in a similar vein with, â€Å"Did she really think she could hide behind some borrowed notions of modern writing, and drown her guilt in a stream—three streams! —of consciousness? †(McEwan 302). Her guilt and the moral and ethical implications of what she has done cannot be fixed through some outdated ideas of modernist fiction, which has no ethical consequences. There are allusions from dozens of modernists authors sprinkled throughout the length of Atonement. Unfortunately, the scope of this paper can give only one of the most prominent. In a similar fashion as with the Woolf example, however, McEwan nearly always thoughtfully engages the text to which he is alluding, but is not content to merely allow these allusions to sit idly in the novel with no sense of purpose. Rather, each of his numerous allusions has some greater purpose in Atonement as McEwan artfully transforms them into something that fits the overall scope of what he attempts to accomplish. Still, the question remains whether or not this book is an adequate culmination of all the readings in a 20th century British literature course. The fact that Atonement not only draws from modernist writers, many of whom are the focus of the aforementioned course, but attempts to extend them creatively and transform them from the 20th century modern to the 21st century postmodern makes Atonement an excellent novel and a fine culmination of a semester of 20th century British literature. Works Cited McEwan, Ian. Atonement. New York: Anchor Books, 2001. Woolf, Virginia. Between the Acts. New York: Harcourt, 2001. How to cite Woolf and Mcewan: How the Modern Became Postmodern, Essay examples

Research writing an Example of the Topic Psychology Essays by

Research writing Introduction Much research has been done in the field of academic achievement and many authors have given their suggestions about the factors that influence students within the school environment. Two of these factors include student attitudes and school context. Against this theoretical background, it is necessary to look at how important these two factors are and exactly how those factors affect student outcomes. The aim of the research is to; Need essay sample on "Research writing" topic? We will write a custom essay sample specifically for you Proceed Establish a relationship between students attitude and academic performance Establish a relationship between school context and academic performance Determine the most influential factor that affects academic success Theory Research has shown that a large number of students' performances are affected by their attitudes towards specific subjects, education and academics in general (Bowen & Richman, 2000). It has been suggested that when students demonstrate week commitment to their academics then they are bound to under perform. Additionally, some students with an unrealistic view of themselves may perform poorly too, for instance, those who tend to be overconfident or naive about the requirements of their academics may register very poor performance. (Broughton,2003). Conversely, when students do not believe in themselves or when they have low self confidence, then chances are that they will underachieve (Powers, 2006). Sometimes some students may think of themselves as people who cannot control their own destiny. They imagine that they are victims of the system and this can lead to academic failure. In other scenarios some students may be too proud to ask for help when they encounter a problem in their studies. (Bowen & Richman, 2000), also, some students find it difficult to grow or develop because they tend to resist change and this impedes their academic progress. In other situations, a student may not work well in groups yet this is a necessary part of the academic environment. Lastly, some students tend to avoid those areas where they perform poorly such as in science or mathematics. These and many more aspects of student's attitudes can be causes of academic failure. School context is depicted through certain avenues. These avenues can either lead to excellent performance or poor performance depending on how they are implemented (Powers, 2006). In certain schools, the system may be too bureaucratic to the point that both teachers and students cannot do their jobs. This eventually leads to poor performance (Bowen & Richman, 2000). In other situations, teachers lack the skills to impart knowledge and this may cause failures, likewise, some teachers may be disengaged with thei r students and this brings about problems in the end (Broughton, 2003). Additionally, there are certain school environments that are influenced by the external world to such a large extent that the students cannot concentrate on what they are meant to do, such schools lack discipline (Broughton, 2003). Some school environments may have certain levels of segregation and this impedes academic success (Broughton, 2003). Literature Review Academic Achievement Academic achievement is an issue that involves the school context and the students. Students have to show some effort in academics to achieve academic excellence and the school too has roles to play in academic achievement. Several ways or programs have been put in place just to improve the performance in schools, colleges and other learning institutions. These programs are based on elimination of the factors that affect academic performance or to prevent reduced performance due to the very factors that affect academic performance (Lopez-Lee, 2007). Identified factors that affect academic achievement are such as student attitude, school context, racism, students social life and so many others. The two major ones are student engagement influenced by attitude and school context. These two factors will always affect academic achievement in any kind of education institution whether for the disabled, the blind or just normal educational institutions (ERI C, 2006). In order to ensure academic success, the causative factors have to be identified and eliminated (Lopez-Lee, 2007). Academic excellence involves all parents, teachers and the students. Students have to put required effort as well as the teachers, while parents play the role of supporting the students so that family matters do not affect the performance. If a student is stressed due to family problems, the performance is affected too. It is the responsibility of the parents to ensure these are eliminated in collaboration with the teachers or the professionals (Seidman and Tinto, 2005). Physiological and Contextual Factors of Academic Success Academic achievement has been indicated in most research to be controlled by teachers in the various educational institutions. It is the responsibility of a teacher to make the student realize her/his abilities and develop confidence in it. As it has been noted earlier, the performance of a student is affected by so many factors, one of them being the attitude of the student. A teacher is charged with the responsibility of being supportive to the students to make the students have the important competence in academics (Seidman and Tinto, 2005). It has always been, or it is hypothesized that the attitudes of students affect the academic achievement and this attitude is always build by the teachers. The teacher plays a very important role as it is evident that they influence the behavior and attitude of students which in turn affect the performance. Teachers therefore affect performance indirectly (Seidman and Tinto, 2005). School context involve teachers instructions, supportive activities and consistent clear and high expectations. If the school context has developed good behavior and required attitudes in students, then it is with no doubt that the performance will also be positive. If the mediators are positive, then the result becomes positive (Seidman and Tinto, 2005). Importance of Student Attitude in Academic Performance In any kind of academic setting, there will always be learning activities. These require a student to be engaged in the activities, which is the reason why they are formulated in the first place. In engagement in learning, a student or a learner participates in the learning activities or is said to have some interest. This interest and participation differs from one student to the other. It is the work of the attitudes and behaviors that are also different and so produce the different engagement. Engagement in learning activities be it in the classroom or outside lead to success in academics (Alexander and Winne, 2006). This is the reason why attitude is always an important role in the academic achievement since it forms part of a student's engagement in learning activities. Research shows that students who engage more learn more and therefore academic achievement is high (Willms, 2003). Motivation improves engagement and this is another area of concern in academic achievement. For the students to be engaged, it requires the efforts of the teachers, as well as their own. School context therefore is important in academic achievement in supporting student engagement in good performance. Importance of School Context in Academic Performance Student engagement is influenced by the school context. The factors of school context that influence a student's engagement are, the support the teachers give towards building a positive attitude towards learning, the support given to encourage high clear, consistent behavioral expectations, the quality of instructions that the school offer which should improve the performance of the students, and the academic expectations the school sets for the students (Willms, 2003). Both behavioral and academic expectations should be set high, clear and consistent if the school targets academic achievement in a certain area of learning, the instructions should be of high quality and the relationship with teachers be positive towards achievement of academic excellence of the specific target of education. The Relationship Between Student Attitude and School Context. Mediators Students attitudes and school context are mediated by certain psychological factors. The degree of competence and confidence of a student is one of the factors that come in between the school context and student attitude. When a student is confident and believes in his/her competency to be successful in education, the student will perform well. A student who is not confident will not perform well based on the lack of confidence in his/her ability to perform. This affects the attitude of the student and may end up dropping out of school or giving up on performance (Coleman, 1980). The belief in competence and confidence affects the engagement of the student in school activities hence academic performance. This is the reason why students who believe that they cannot perform well in certain subjects fail, and it also affects their behavior. Engagement as had been indicated, is the much effort the student puts to the learning activities with his/her attitude and behaviors. If a student has less interest in a subject due to belief of incompetency, the attitude and the behavior towards working hard for the subject changes too. The change is negative since it does not support a successful performance target. School Context Success Factors School context relationship to the student engagement affects the academic achievement. There are three factors that need special attention when it comes to student engagement which will in turn affect academic achievement. These are; caring and showing a sense of belonging, consistent, clear and high expectations, and creation of challenging and meaningful educational environments. In showing a sense of belonging, teachers need to be supportive by motivating the students (McInerney and Van Etten, 2004). High clear and consistent expectations builds the students confidence in various learning activities hence influencing the academic achievement positively. The last factor, which is meaningful educational environments, improves students performance by encouraging their participation in learning activities. When teachers develop strategies that challenge the students, make them learn new things and encourage them to show their ability, the students get encouraged and get used to the learning activities to the extent that confidence is built (McInerney and Van Etten, 2004). Significance of Study Upon completion of this study the research may lay out clear causes of academic failure thus facilitating change in school environments. The research may assist teachers in formulating strategies to deal with attitudinal and contextual problems. Additionally, the research will transform traditional ways of thinking about education. It might remove stereotypical notions or ideas held by stakeholders in education. The research may also encourage greater investment in the psychological development of the student because it will review some of the pre-existing psychological attitudes that could be hindering academic excellence. Methodology The research is based on the latter mentioned literature. Consequently, the purpose of the research is to affirm pre-existing theory on factors that affect academic success. Due to the nature of this investigation, it will be necessary to perform a qualitative rather than a quantitative study. This study will entail the use of two types of methodology. The first will be through primary research while the second will be through secondary research. In the primary research, data will be obtained through face to face interviews. Students, teachers and administrators will be asked about the aspects of students' attitudes that affect academic achievement. Additionally, the latter groups will also be asked about the role of school context in academic achievement. Thereafter, they will be required to give their opinions about the most influential factors among the two in their respective schools. The second part of the research will be done through an examination of student reports in a specific school. This will entail obtaining requests from the school administration to utilize their resources in the research. Academic achievement of the participating students will be analyzed for one year while comparing that to certain indicators of school attitude and school context. A relationship will then be established between these factors (Powers, 2006). Limitations Qualitative interviews are generally more difficult to analyze because responses obtained are quite varied, however, answers will be clustered into similar groups to try and establish a relationship between the parameters. Additionally, student attitude and school context are both complex parameters, i.e. they are denoted by other sub-factors. It will be difficult to determine which factors are most important and which ones are not. Delimitations Since the secondary aspect of the research will involve only one school, then it may be difficult to transfer results for the relationship between student attitude and respective student achievement to the entire student population. In relation to this, the issue of school context will also be a problem in secondary research owing to the fact that there will be no comparison with others schools. Conclusion The research's major aim is to establishing a link between school context, student attitude and academic achievement. This might enable teachers/ administrators/ stakeholders to look for ways of enhancing academic achievement. The major limitations of the study revolve around data analysis and data collection while the delimitation will be brought by secondary research which be conducted in only one school. References Alexander, P. A. and Winne, P.H. (2006). Handbook of Educational Psychology. New York: Routledge. Bowen, L. & Richman, M. (2000). Middle Schools Student's Perceptions of the School Environment, Journal of Social Work in Education, 13 (22), 69-82. Broughton, A. (2003). The School Success Profile, Technology in Human Services Journal, 21(1), 11. Coleman, M. T. (1980). Locus of Control and Student Perceived Structure of Classroom Learning Environments as Predictors of Academic Performance and Attitudes. Syracuse University. Educational Resources Information Center (ERI C). (2006). Research in Education. Michigan, U.S: Michigan University. Lopez-Lee, D. (2007). The Cal-State, L.A., Chicano Student: A Study of Academic Performance of EOP Chicanos, Non-EOP Chicanos, and Anglos, and the Relationship of Attitudes to Academic Performance. California State College: Educational Opportunity Program. McInerney, M. D. and Van Etten, S. (2004). Influences on Motivation and Learning. IAP. Powers, J. (2006). Assessing the Functioning of Schools as Learning Organizations, Journal for schools and children, 13 (29), 208 Seidman, A. and Tinto, V. (2005). College Student Retention: Formula for Student Success. Greenwood Publishing Group. Willms, D. J. (2003). Student Engagement at School: A Sense of Belonging and Participation: Organization for Economic Co-operation and Development, Programme for International Student Assessment. OECD Publishing