To Kill a Mockingbirds Essay Example For Students

To Kill a Mockingbirds Essay The film To Kill a Mockingbirds opening sequence gives the viewer an insight as to what the film is likely to be about. The overall theme of the film itself, is evident in the opening sequence, and is shown to the viewer via various effects, shots and sequences, throughout. The film involves a variety of acts, seen through the eyes of a young child. Racism, discrimination and murder are present in the film; however the viewer is seeing mostly the childs approach and understanding of the issues involved. The overall impact of the films opening sequence is quite important to the rest if the film and, one with slight suspense and anxiety drawn in. These emotions are created by the effect of music and its sequence. The music varies, to construct a range of calm or predictable feelings. Viewers are left intrigued, after the sequence, which is effective because they are likely to want to carry on watching the film, so their curiosity and anticipations are fulfilled. We will write a custom essay on To Kill a Mockingbirds specifically for you for only $16.38 $13.9/page Order now Throughout the shots of the opening sequence, the effect of music is used, particularly in the shots with the universal studio image; the childs hands about to open the box; and the sequence after the marble rolling. The beginning starts with the universal studio image. Here slow music begins with a single piano. This light hearted music takes the audience to the first image of the actual opening sequence, without the music drawing too much attention away from the importance of the forthcoming images. The pianos music is just there, not for emotive purposes, but to give a slight insight as to what images lies ahead. We then move on to the image of the child reaching over to open the box. While doing this, the child is humming a subtle tune of happy childlike simplicity, one that viewers are given the impression that the child is likely to have improvised. The humming has no real significance to the images, except to show the tune is being sung from a young present child, in a pleasant atmosphere, with no real signs of suspense or uneasiness occurring. After several linked shots of the child humming, frequently, we come to the image straight after the marble sequence. Here the touching of the marbles clearly marks the introduction of an orchestra. There are many instruments all performing, in unison, a joyful and faint piece that fits into the sequence adequately, to create an inviting and pleasant ambience. In this opening sequence, music is particularly powerful and effective, because it helps to capture certain images, to set the scene and create the right emotion. Another dominant effect, that is present throughout the opening sequence, is the product of camera shots. A multiplicity of zooms, angles and focuses capture the image clearly. This is shown specifically in the images of the close up of items in the box, and the marble sequence. After the title image, the camera zooms in to a variety of items in the box. The close up images really draws the viewer into the items, so the audience is only able to look at them and no other possible surroundings. This is effective because it gives the chance for the viewer to really study and explore the items, building curiosity and imagination inside their minds, which wants to be satisfied, therefore making the viewer need to carry on watching. The camera focuses on the images, while it is still moving, but for enough time so that the audience will remember the items, for significance later on in the film. Another effective camera shot is the marble sequence. The dark coloured marble begins to roll for a short period, until it meets a light coloured marble. The two marbles meet with a collision and the sequence ends with a long shot of the two marbles together. When first looking at the shot, the viewer just sees two marbles colliding, but in depth there is possible significance to the several images. .ue8a8d07b84572830fa060233410d3050 , .ue8a8d07b84572830fa060233410d3050 .postImageUrl , .ue8a8d07b84572830fa060233410d3050 .centered-text-area { min-height: 80px; position: relative; } .ue8a8d07b84572830fa060233410d3050 , .ue8a8d07b84572830fa060233410d3050:hover , .ue8a8d07b84572830fa060233410d3050:visited , .ue8a8d07b84572830fa060233410d3050:active { border:0!important; } .ue8a8d07b84572830fa060233410d3050 .clearfix:after { content: ""; display: table; clear: both; } .ue8a8d07b84572830fa060233410d3050 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue8a8d07b84572830fa060233410d3050:active , .ue8a8d07b84572830fa060233410d3050:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue8a8d07b84572830fa060233410d3050 .centered-text-area { width: 100%; position: relative ; } .ue8a8d07b84572830fa060233410d3050 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue8a8d07b84572830fa060233410d3050 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue8a8d07b84572830fa060233410d3050 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue8a8d07b84572830fa060233410d3050:hover .ctaButton { background-color: #34495E!important; } .ue8a8d07b84572830fa060233410d3050 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue8a8d07b84572830fa060233410d3050 .ue8a8d07b84572830fa060233410d3050-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue8a8d07b84572830fa060233410d3050:after { content: ""; display: block; clear: both; } READ: Villainous Behavior in The Truman Show EssayThe simplicity of the sequence is delicate, and creates a subtle mood, yet the zoom in of the marbles focuses the viewer and entices them, persuading them, once again, to carry on watching the film. After the marbles have come together, there is a long shot of them in unison. This creates curiosity, and the viewer is intrigued to know what the significance is, if there is any at all. The result of camera shots are effectual, in all opening sequences; because the camera can tell the viewer how important the images are, by a range of zooms, angles and how to study the images emotionally and logically. An additional effect is the outcome of symbolism. This is shown very powerfully, once again, in the marble sequence and the ripping of the drawing of the bird. The marble sequence shows how the effectiveness of symbolism, particularly in the colliding of the black marble with the white. It is probable that the marbles represent the racism issues, involved in the forthcoming film and how they are resolved. The still shot of the two marbles colliding, is likely to represent the joining of blacks and whites, present later on in the film. This analogy is effective because it shows the viewer a symbolised image that is likely to represent one of the main issues involved throughout the forthcoming film, so, giving the viewer a slight peek at what lies ahead of the film, without them actually knowing if the marble sequence has any significance to the later images. The viewer has to watch on to discover what the marble sequence could be representing. Another effective form of symbolism is in the shot when the child has drawn a bird, and then torn it right down the middle of the diagram. This image is likely to have relations with the title of the film: To Kill a Mockingbird. The tearing of the bird represents the killing of a mockingbird, which we later discover, is a sin, according to scouts father. However, no birds are killed in the film; the term To Kill a Mockingbird could possibly be a metaphoric phrase, likely used to tell the viewer that sin is present in the film. To conclude, I feel the opening sequence of To Kill a Mockingbird is one with a lot of effective shots, that when analysed in detail, have strong relevance to the film. The fact that you have to go in great depth to show the effectiveness of the opening sequence, interests me, and therefore is likely to interest the reader into persuading them to watch the entire film. Personally, I thought the effect of symbolism worked the best, firstly, because it really draws the viewer in, and gives them an optional challenge to dive deeper into the images and study them logically and vigilantly. This intrigues the viewer, and is likely to make them want to carry on watching the film, which is why the outcome of symbolism is a persuasively effective one.

Blindness in native son essays

Blindness in native son essays In Richard Wrights novel Native Son, the characters of Ma Thomas, Britten and Mary Dalton are blind to their surroundings. Ma Thomas does not want to admit her son performed an action that caused a tragedy for the Dalton family. For example, during a visit to Bigger in jail, Ma sees Mrs. Dalton and emotionally states: Please, Mam ... dont let em kill my boy! He aint never had a chance! Hes just a poor boy! (348). Ma is aware that her son is more than likely going to be sentenced to death because he murdered a white young lady, and later denied it by saying it was another man he had left her with. Ma becomes selfish when she approaches Mrs. Dalton pleading for her son not to be sentenced to death. Ma does not take into consideration all the heartbreak Bigger has put upon the Dalton family. In addition, Ma confronts Bigger and tells him to pray to God: your poor old Ma wants you to promise her... When aint nobody round you, when you alone, get on your knees and tell God everything. Ask him to guide you... son promise me youll go to him, (345). Ma wants nothing to happen to her son. Being blind to the emotions of others, Ma thinks that Bigger is the only person who is being affected. She forgets that the Daltons are the ones who lost a daughter because of Biggers action. Ma also feels that if her son were to turn to God, everything will be okay. In Mas opinion, even if Bigger were to be sentenced to death, if he has turned to God, a part of his soul would be saved. The Thomas family has had its share of hardships and this is just another obstacle they need to overcome. Britten is blind when he thinks that Bigger is not trustworthy because of the color of his skin. For example, when Mary was missing and Britten came into the Dalton house to question Bigger, Britten went straight to Peggy and asked: How ...

How has globalisation affected the forms of entertainment in Essay

How has globalisation affected the forms of entertainment in contemporary societies Provide examples from a country of your cho - Essay Example This term is most commonly used to describe the effects of international trade but applies to trade of all sorts of industries. Global village is a terminology used to describe a new kind of globalization presenting us with an interconnected world and a global collected culture. Globalization affects world economies and cultural identities. There are several reasons for this increasing global competition. Free trade agreements and economic unions have reduced protection for industries. Consumers can now purchase goods and services from other countries with no import controls. Improved travel links and communications between all parts of the world have made it easier to compare prices and qualities of goods from many countries. This has further developed as the internet has become more widely available worldwide. Business in every sector of the economy are now striving to enter the global market be it science, manufacturing or entertainment industry. Globalization has led to more choi ce and lower price for consumers. It has forced firms to look for ways of increasing efficiency. Inefficient producers have gone out of business. Many firms have merged with foreign businesses to make it easier to sell in foreign markets. This is one of the reasons behind the growth of entertainment industry (Stimpson, 2006). ... When we talk about the effects of globalization on all forms of entertainment in contemporary societies, it is important to realize that it is the global mass culture that we are dealing with. It comprises of new and modern ways of cultural exchange in the entertainment sector which may include movies, music, television and internet to name a few. Accumulated forms of communication create images that cross different linguistic boundaries more quickly and conveniently than many goods and services. This global mass culture has entered, influenced and revolutionized the lives of people in modern societies and this culture of imagery and graphic arts has altered the forms of entertainment, leisure and fashions of advertising. Mainly the Western culture has a strong manipulative influence on cultural values (Robertson, 2008). Globalization especially in the entertainment industry is mainly criticized for affirming other country’s cultures and traditions onto another. People of ethn ic beliefs do not easily accept the interference of different and modern cultures and traditions for it alters their own cultural identity and personality. This can be observed when people’s decade old lifestyles start transforming and with a change in their culture and norms change with foreign influences. With globalization or entrance of different cultures in the world economy, humans try more than ever to preserve their cultural identities and traditions. This diversion of culture comes as a threat to them. But the point is to realize, accept and acknowledge cultural differences and diversity across the world. This is called cultural pluralism. This occurs with

Polycyclic Aromatic Hydrocarbons (PAHs) Research Paper - 6

Polycyclic Aromatic Hydrocarbons (PAHs) - Research Paper Example Management of risks associated with exposure to PAHS depends on the levels and the duration of exposure. If an individual is exposed to acute high doses, decontamination and other supportive measures should be the basic objectives (Feng, Sun and Song, 2014). Decontamination should be carried out by washing up the individual and cleaning up the clothes. The skin of the victim should be thoroughly scrubbed with soap and water as soon as possible. The victim should also be isolated from a polluted environment to a place with clean air (Plant et al., 2012). Other supportive care such as pulmonary functional tests should be routinely carried out. X-rays to determine the level of damage to the lungs should be carried out also. For ocular contamination, the patient should be treated by irrigating the eye (Whitacre and Ware, 2008). If an individual has been exposed to low levels of PAHS for a long time, they eventually develop toxicity. For effective care, the patient should be taught about the risks associated with exposure to PAHS and how to avoid further exposure (Friis, 2008). They should be informed of the possibility of developing bronchogenic cancer and the additive effects of exposure to cigarette smoke and other related toxic agents. The parents should be made to follow-up periodic evaluations for treatment of symptoms associated with PAHS exposure. Risk communication to individuals exposed to PAHS should take into account the challenges associated with trying to maintain a balance between concern and undue alarm to the patient. This is because PAHS are complex, and hence it is impossible to predict their carcinogenicity based only on several of the components. Effective risk communication should involve a comprehensive education programme on the dangers of PAHS exposure. Medical surveillance of workers who are at the risk of exposure to PAHS should be done to inform them of the dangers of overexposure

Addiction to Percocet Essay Example | Topics and Well Written Essays - 1750 words

Addiction to Percocet - Essay Example A brief overview of the substance is followed by the sections on the nursing care considerations during the drug user’s pregnancy in general and during the second trimester in particular, and for the neonate. In addition, the paper explores the potential solutions to the issues that may arise during Percocet use in patient treatment. It ends with a conclusion that summarizes the overall discussion of Percocet: its effects and warnings. 2. Overview of Substance 2.1. What is Percocet? Medications that treat pain are known to have been the first line of defense directed against pain and a standard prescription practice across the United States for decades (Cole, 2012). While they are believed to considerably raise patient quality of life, narcotics often lead to addiction and, if overdosed, to death. Percocet, an opiate-based drug, is one of such painkillers. It relieves severe pain, but puts a person at risk of becoming an addict. To make the matters worse, once consumed in a no n-prescribed or excessive manner, Percocet may lead to fatal consequences. Needless to say, withdrawal from addiction is very painful and accompanied by a range of symptoms including muscle pain, anxiety, panic, muscle weakness, fever, insomnia, and nausea, etc (CESAR, n.d.). 1.2. Percocet Ingredients. Percocet is a trade name of oxycodone and comes in a tablet form. Other brand names of oxycodone, along with Percocet, are OxyContin, Percodan, Endodan, Roxicet, Roxiprin, Endocet, Tylox, Magnacet, Primlev, Xolox. Defined as â€Å"  a semi-synthetic opiate manufactured by modifying the chemical thebaine, an organic chemical found in opium†, oxycodone is known to be as powerful, dangerous, and addictive as heroin (CESAR, n.d., Drug-Free World Foundation, 2008). Oxycodone is classified as a Schedule II drug, which means that it has a high potential for being abused. It also means that the medication is currently accepted (with restrictions) in the United States, and may lead to severe dependence, either psychological or physical (Office of Diversion Control, 2013). In terms of active ingredients, Percocet also contains acetaminophen along with oxycodone, which increases the pain relieving effect. 2.3. Percocet: Side Effects & Consequences of Use. On 30 June 2009, Percocet was recommended to be removed from the U.S. market by an FDA advisory panel. Along with another drug, Paracetamol, Percocet was accountable for more than 400 deaths over one year. That was caused by the fact that the overdose of these drugs or their intake along with multiple other drugs can cause death (Hombach, 2012, p.122). The consequences and side effects of Percocet are grievous and numerous. An overdose of Percocet is likely to cause death. Oxycodone overdose may lead to circulatory collapse, cardiac arrest, apnea, and death. Overdose of acetaminophen leads to the fatal condition of hepatitis necrosis, hypoglycemic coma, renal tubular necrosis, and thrombocytopenia. Evidently, a c ombination of two, found in Percocet, means a double effect when overdosed. Percocet is a highly addictive drug. Prolonged use of the drug leads to addiction, when the user’s brain is charged in such manner that he or she is not capable of quitting on their own. Once the user decides to quit, withdrawal symptoms appear to be high, in particular if the withdrawal is sudden. The symptoms of withdrawal are severe and include: anxiety, insomnia, nausea, muscle pain, fevers, and a range of other flu-like symptoms (CESAR, n.d.). A number of side effects that result from Percocet use include respiratory depression, irregularity of breathing, nausea, growing pressure of spinal/cerebral fluid,

Theory of Change for Womens Community Support Group

Theory of Change for Womens Community Support Group Describe the program logic Explain logic of change ( theory of change) that underpins it Who are we aiming to support and why-the target group This program is aimed at supporting a group of young women, aged between twelve and sixteen to overcome personal challenges. As it stands, these women have exhibited signs of social disengagement. This disengagement impacted not only on these womens emotional wellbeing, it has invariably impacted on their social wellbeing, including their school performance. Some of the reasons for such disengagement include but is not limited to bullying, family disadvantages, such as loss of parent, drug abuse and more. The purpose of this intervention is ensure that these women are provided with tools and motivation so as to re-engage with the community and maintain school attendance. Changes that the initiative seeks to support The initiative being proposed here is what Rogers (2008) calls complex intervention. Complex in the sense that it is both recursive and emergence. It is recursive because the cause/effect relationship may be mutual multidirectional and multilateral, Rogers (2008) citing Patton (1997). Changing behavior can be on such problem. There are no assurances that participants will not regress. The project involves different people with different life histories and attitudes. The intervention is emergence in the sense that the specific outcomes and means to achieve them emerge during implementation, as explained by Rogers (2008). This is due to the notion that the intervention is a wicked problem. Wicked in that what is being dealt with maybe a symptom of other problems, there is no right and wrong or true and false and failure may not be tolerated , Rittel and Weber (1973). Process or Sequence of change The process started with the recruitment of 10 women in years seven to ten, aged between 10 and 12. These women were judged to be suitable for the intervention because they exhibited signs of disengagement from the community. The program was to run weekly basis for three hours per session. Two schools were picked to host the program, with sessions run by an arts professional. The classroom is set out to provide a safe environment, which allows for better interaction amongst participants. The women have access to mentors as well. Tools provided include artwork materials such as pushes, canvases, table easels, aprons and oil paints. The main activity required participants to reproduce easily recognizable impressionistic masterpieces. Which allowed for novices to produce own art works that reflected own abilities. Which led to the women absorbing creative skills and aesthetic experience, leading to women to make connection with their surroundings. This in turn taught the women listening, observation and painting skills. Such skills would lead to self self awareness and confidence. Apart from artwork activities, participants have access to two to three adults with whom they can freely interact. The adults are composed of a policewoman, youth worker and a mental health-worker. Interaction with these individuals leads to participants gaining trust with authority and better mental health care and a better understanding of law. The classes also include a meditation session, that focuses on mindfulness and increased calm and emotional regulation. This is expected to lead to self-care and capacity to manage fear, anxiety and stress. The expectation is that this would improve self-confidence. It is hoped that the program lead to change of behavior and hence re-engagement with the community Assumptions According to Rogers (2008) assumptions are informed by beliefs and knowledge. In this project, it is assumed that all the women in this program have an interest in art. While the fact may be that some women do not like art at all. This may be due to the belief that local people in the area like expressing themselves through art. It is also assumed that they will get some support from the community outside the center. Another major assumption is that attendee will continue to practice meditations after the end of the program. Limitations At this stage, there is no support provided for the community surrounding these women. They are still living in that same environment that is causing the disengagement. This might greatly impact on the outcomes of the initiative. Avenues for interaction with other women after the program is also not assured. References Rittel, H.W. J. and Webber, M.M. (1973). Dilemmas in a General Theory of Planning, Policy Sciences. 4 (2): 155-169. Rogers, P. (2008) Using Programme Theory to Evaluate Complicated and Complex Aspects of Intervention. Evaluation. Sage Publications, Vol 14.

Masters, Slaves, and Subjects Essay -- Robert Olwell Charles Towne Ess

Masters, Slaves, and Subjects In his book â€Å"Masters, Slaves, and Subjects†, Robert Olwell examines the complex relationships and power structures of colonial-era Charles Towne. Charles Towne, as Charleston was known in the years between its founding and its independence from the British Empire, is portrayed by Olwell as dominated by a rigid agrarian slave society which served as an intermediary in a more complex power structure that extended from the royal halls of London to the plantation fields of the Lowcountry. In examining the complicated web of relationships between London and the colony, and Masters and Slaves, Olwell argues that the economic and political structure of Charles Towne was based upon a successive series of carefully-maintained power-based relationships. CHARLES TOWNE: A GATEWAY TO POWER Power in Charles Towne was centralized at what became known as the Four Corners of Law, at Broad and Meeting Streets, and radiated outward across the Lowcountry. The Four Corners were home to the State House, where the Colonial Assembly met, St. Michael’s Church, the heart of the Church of England in the colony, the Town Watch House, which kept the slave population in check, and the public marketplace, where the commerce that was vital to the colony’s economy took place (19). One could easily see power was centralized within Charleston, not just over the local area, but also statewide. Of the forty-eight members of the colonial Assembly, twenty-eight lived within a day’s horse ride of the city. Half of the justices of the colony, who took an oath to defend â€Å"King and Country†, were either sitting or former members of the Assembly, and all of the justices were slave owners (... ...constitution officially separated church and state, ending the power of the Anglican Church forever (282). With this, the last ties to Mother England were cast off, and the elite were secure as Masters of their world, and Subjects to none. CONCLUSION Colonial Charles Towne had evolved into a sort of fuedal city-state governed by power-based relationships, which established roles for everyone from the lowest slave to the economic and political elite who ruled the colony. These relationships were vital to the success and stability of the city and the lands and the people over which it held power. In his book, Robert Olwell clearly identified defines the roles of Master, Slave, and Subject, and made a strong argument that, right or wrong, this system of power-based relationships was the key to the success, prosperity, and security of the colony.