Hezbollah(Party Of God) Terrorist organization (Lebanon) Research Paper

Hezbollah(Party Of God) Terrorist organization (Lebanon) - Research Paper Example They bore the brunt of the conflict between the Israeli’s and the PLO. As a result, Hezbollah was born initially as an organization and movement designed to oust the Israel’s and their allies from southern Lebanon. There are three main area of Lebanon that Hezbollah can operate from with relative safely. The first is the Beqaa Valley of Eastern Lebanon. This is the traditional home of most Lebanese Shia. It is an agrarian region with a high rate of poverty that borders Syria. Southern Lebanon bordering Israel is another area with a high concentration of Shia Muslims and is a safe haven for Hezbollah. The final geographic stronghold of Hezbollah is the slum area outside of Beirut. These slums grew as a result of the fighting in southern Lebanon during the Israeli invasion in the 1980’s. The founder of Hezbollah was Sheik Subhi Tufaili. He was educated in Iraq and there was exposed to Islamic Revolution ideology as presented by Shiite leaders from Iran. He brought these ideas to Lebanon and used them to attract disparate Shiite groups in Lebanon. From the joining of these groups, Hezbollah was born. Internal conflicts between Subhi Tufaili caused his ouster in the early 1990’s. Tufaili was upset that Hezbollah was willing to participate in elections in Lebanon. Replacing Tufaili was the current Secretary General Sheik Hassan Nasrallah. The initial purpose behind the formation of Hezbollah was the removal of Israeli troops from Lebanon. Shiite citizens were bearing the worst of the fighting from the casualties in the conflict between the PLO and the Israeli’s. Armed resistance to Israel and its allies was the central focus of Hezbollah from the start. Once the Israeli’s withdrew from Lebanon, Hezbollah began to take a more nuanced reason for their existence. They began to present themselves as an Islamist group working to spread the teachings of Islam to the world. They state that they want to show the world that Islam

What is Philosophy Essay Example for Free

What is Philosophy Essay Upon reading the opening chapter of Cahn’s, â€Å"Exploring Philosophy: An Introductory Anthology†, I was immediately drawn in by the opening statement from Beardsley and Beardsley: â€Å"The study of philosophy is unlike the study of any other subject†¦The only prerequisite is an inquiring mind† (Cahn, 3). For a science major, my first reaction is excitement, for there is no need to memorize â€Å"dates, formulas, or rules† (Chan, 3). As I continued reading however, I start to think to myself what I believe it means to take a philosophy course? My definition of taking a philosophy course is I would be studying the ideas of one’s thoughts, beliefs, morals, religion, and any other â€Å"stereotypical† philosophical description. However, thanks to the definition provided, when broken down, â€Å"the word philosophy is of Greek origin and literally means, â€Å"the love of wisdom† (Cahn, 3). What does that even mean? Throughout the opening chapter, both authors try to dissect, analyze, and examine these ideas of ‘philosophy’ and ‘philosophical questions’ for readers, like myself, to gain a better understanding for exploring such a concept. Still, how do I truly know that I have reached such an answer? There are three chief benefits that the authors provide, â€Å"that are to be derived from the study of philosophy†. The first being, â€Å"increased clearness in your own beliefs† (Chan 10). For me, I believe this statement to be saying that I must truly be sure that what I hold to be true is in fact true to me. The second is, â€Å"increased assurance that your beliefs are reasonable† (Cahn, 10). So to my understanding, now that I believe that such a fact is true, I must also make sure that it is reasonable. What does it mean for something to be reasonable? â€Å"’Reasonable’ has a broad, but definite, meaning here: a reasonable belief is simply a belief for which a good reason can be given. Reasonable beliefs are logically justifiable† (Cahn, 3). Okay, so if I put this in my own words, it means that this fact that I hold to be true, must also have some sort of good purpose for it to hold such meaning. The third and last benefit is, â€Å"increased consistency† (Cahn, 11). Because there are so many questions one can ask that can force us to contradict most anything, this third belief to me is saying that, with consistency, there may be a possibility of coming to an actual answer or an agreement of such facts or ideas. Not sure if I cleared up what philosophy means to me, or if I confused myself more. Hopefully I do not confuse you either. I wrote on this first reading, because it really captured my attention in that, sometimes we as humans do philosophical thinking and questioning though we may not always be aware of it. Whether we are questioning some sort of fact out loud, or internally – we are participating in â€Å"philosophical thinking† (Cahn, 7). Therefore, it is important to understand what this term ‘philosophy’ means. I am excited for this course to explore many ideas and to uncover/discover such conceptual thinking and ideas that I may not be aware of, through the readings and discussions we will be holding in class.

Nerve Conduction Physiology

Nerve Conduction Physiology BASIC PHYSIOLOGY OF NERVE CONDUCTION The neurons form the building blocks of the nervous system. The central nervous system (CNS) contains about 100 billion neurons. It also contains 10–50 times this number of glial cells. Neurons Neurons in the mammalian central nervous system come in many different shapes and sizes. Most of them have the same parts as a typical spinal motor neuron shown in Figure 2. Figure-2: Typical spinal motor neuron The cell body (soma) contains the nucleus and is the metabolic center of the neuron. Neurons have processes known as dendrites which extend outward from the cell body and arborize extensively. Particularly in the cerebral and cerebellar cortex, the small knobby projections over dendrites are called dendritic spines. The dendrites are the receptive part of the neuron. A typical neuron has long fibrous axon that originates from thickened area of the cell body, the axon of hillock. The first portion of the axon is called the initial segment. The axon divides into presynaptic terminals, each ending in a number of synaptic knobs which are also called terminal buttons or boutons. They contain granules or vesicles in which the synaptic transmitters secreted by the nerves are stored. The axonal process is responsible for transmission of propagated impulses to the nerve endings. Based on the number of processes that emanate from their cell body, neurons can be classified as unipolar, bipolar, and multipolar. Figure-3: Unipolar and bipolar neurons Figure-4: Multipolar neurons Glial cells: There are two major types of glial cells : microglia and macroglia. Microglia are scavenger cells they resemble tissue macrophages and remove debris resulting from injury, infection, and disease (eg, multiple sclerosis, AIDS-related dementia, Parkinson disease, and Alzheimer disease). Microglia arise from macrophages outside the nervous system and are physiologically and embryologically unrelated to other neural cell types. Glial cells continue to undergo cell division even in adults and their ability to proliferate is particularly noticeable after brain injury (eg, stroke). There are three types of macroglia: 1 Oligodendrocytes, 2 Schwann Cells, and 3 Astrocytes. Oligodendrocytes and Schwann cells form myelin around axons in the CNS and PNS , respectively. Astrocytes are of two subtypes. Fibrous astrocytes, which contain intermediate filaments, found primarily in white matter. Protoplasmic astrocytes are found in gray matter having granular cytoplasm. Both types of astrocytes send processes to blood vessels, where they induce capillaries forming the tight junctions making up the blood–brain barrier. They send processes enveloping synapses and surface of nerve cells. Protoplasmic astrocytes have a membrane potential varying with the external K+ concentration but they do not generate propagated potentials. They produce substances that are tropic to neurons, and they help maintain the appropriate concentration of ions and neurotransmitters by taking up K+ and the neurotransmitters glutamate and ÃŽ ³-aminobutyrate (GABA). The axons of many neurons are myelinated, that is, they acquire myelin sheath, a complex of protein lipid wrapped around axon. In the peripheral nervous system, when a Schwann cell wraps its membrane around an axon up to 100 times myelin is formed. The myelin is then compacted when the extracellular portions of a membrane protein called protein zero (P0) lock to the extracellular portions of P0 in the apposing membrane. The axon is covered by myelin sheath except at the ending and at the nodes of Ranvier, periodic 1-m constrictions that are about 1 mm apart (Barrett et al., 2012). In the myelinated neurons, the junction between the 2 Schwann cells is known as the node of Ranvier, where the axon remains uninsulated. The intermodal distance is the distance between the 2 nodes of Ranvier and depends upon the spacing of Schwann cells at the time of myelination. As there is no proliferation of Schwann cells later on, intermodal distance increases during the growth of nerve. Thus the fibe rs myelinated early have longer intermodal distance, larger diameter and wider spacing at the node of Ranvier. The nerve conduction velocity depends on the fiber diameter and intermodal distance. The larger the axon the thicker the myelin sheath and longer the internodal distance, the faster the conduction velocity. (Mishra Kalita, 2006). Not all neurons are myelinated; some are unmyelinated, that is, simply surrounded by Schwann cells without the wrapping of the Schwann cell membrane that produces myelin around the axon. Figure-5: Glial cells: A Oligodendrocyte, B Schwann Cell, C Astrocyte Most of the neurons are myelinated in the CNS of mammals,, but the cells that form the myelin are oligodendrocytes rather than Schwann cells. Unlike the Schwann cell, which forms the myelin between two nodes of Ranvier on a single neuron, oligodendrocytes emit multiple processes that form myelin on many neighboring axons. Generation and conduction of impulse in nerve cells Nerve cells have a low threshold for excitation responding to electrical, chemical, or mechanical stimulus. Two types of physicochemical disturbances are produced and these are the only electrical responses of neurons and other excitable tissues,. local, non propagated potentials; and propagated potentials, the action potentials (or nerve impulses) and they are the main language of the nervous system. They are produced by alterations in ion channels causing changes in the conduction of ions across the cell membrane. These electrical events are rapid, measured in milliseconds (ms); and the potential changes are small, being measured in millivolts (mV). The impulse is normally transmitted (conducted) along the axon to its termination. Conduction of nerve impulses is rapid but much slower than that of electricity. Conduction is an active process it is self-propagating , and the impulse moves at a constant amplitude and velocity. Resting membrane potential The resting membrane potential represents an equilibrium situation at which the driving force for the membrane-permeant ions down their concentration gradients across the membrane is equal and opposite to the driving force for these ions down their electrical gradients. In neurons, the concentration of K+ is much higher inside than outside the cell, while the reverse is the case for Na+. This concentration difference is established by the Na+K+ ATPase. In neurons, the resting membrane potential is usually about –70 mV, which is close to the equilibrium potential for K+. Action potential In response to a depolarizing stimulus, some of the voltage-gated Na+ channels become active, and when the threshold potential is reached, the voltage-gated Na+ channels overwhelm the K+ and other channels and an action potential results (a positive feedback loop). The membrane potential moves toward the equilibrium potential for Na+ (+60 mV) but does not reach it during the action potential, primarily because the increase in Na+ conductance is short-lived. The sodium ion channels rapidly get closed called the inactivated state .In addition, the direction of the electrical gradient for Na+ is reversed during the overshoot because the membrane potential is reversed, and this limits Na+ influx. A third factor producing repolarization is the opening of voltage-gated K+ channels. This opening is slower and more prolonged than the opening of the Na+ channels, and consequently, much of the increase in K+ conductance comes after the increase in Na+ conductance. The net movement of positive charge out of the cell due to K+ efflux at this time helps complete the process of repolarization. The slow return of the K+ channels to the closed state also explains the after-hyperpolarization, followed by a return to the resting membrane potential. Thus, voltage-gated K+ channels bring the action potential to an end and cause closure of their gates through a negative feedback process. Distribution of Ion Channels in Myelinated Neurons The spatial distribution of ion channels along the axon plays a key role in the initiation and regulation of the action potential. Voltage-gated Na+ channels are highly concentrated in the nodes of Ranvier and the initial segment in myelinated neurons. The initial segment and, in sensory neurons, the first node of Ranvier are the sites where impulses are normally generated, and the other nodes of Ranvier are the sites to which the impulses jump during saltatory conduction which is responsible for faster impulse conduction in myelinated neurons. The number of Na+ channels per square micrometer of membrane in myelinated mammalian neurons has been estimated to be 50–75 in the cell body, 350–500 in the initial segment, less than 25 on the surface of the myelin, 2000–12,000 at the nodes of Ranvier, and 20–75 at the axon terminals. Along the axons of unmyelinated neurons, the number is about 110. Electrogenesis of the Action Potential The nerve cell membrane is polarized at rest, with positive charges lined up along the outside of the membrane and negative charges along the inside. During the action potential, this polarity is abolished and for a brief period is actually reversed. Positive charges from the membrane ahead of and behind the action potential flow into the area of negativity represented by the action potential (current sink). By drawing off positive charges, this flow decreases the polarity of the membrane ahead of the action potential. Such electrotonic depolarization initiates a local response, and when the firing level is reached, a propagated response occurs that in turn electrotonically depolarizes the membrane in front of it. (Barrett et al., 2012) Figure-6: Propagation of Action Potential Action potential generated in axons is propagated to either direction from its site of origin. Intracellular current flows from the active zone where the inner cell membrane is positively charged compared to adjacent inactive membrane which is negatively charged. An opposing current flows through the extracellular fluid from the inactive to active region. This local current depolarizes the adjacent inactive regions, thus resulting in impulse propagation bidirectionally along the axon. The physiologic impulses, however, arise at one end of the axon i.e., the cell body or sensory terminal and are conducted only orthodromically. In pathological conditions, however, this order of conduction is not maintained. In the myelinated fibers, the conduction is much faster than the unmyelinated. In normal myelinated axons the impulse propagated by saltatory conduction. Saltatory conduction has been compared with a kangaroo travelling at speed. The action potential advance at near uniform velocity , but it is powered by discrete kicks of inward membrane current at the nodes of Ranvier. For rapid conduction, the intermodal distance should be great enough to maximize the jump of the action potential and reduce the loss of current at the node of Ranvier. In myelinated fibers the time required for the local current to excite the next node depends on the longitudinal resistance of the axoplasm, capacitance, and conductance of the intermodal membrane. With high value of these parameters, more current is dissipated before impulse reaches the next node. This results in longer time for the impulse to depolarize the adjacent node, which is responsible for the slower conduction. Myelin thickness is inversely related to internodal capacitance and conductance. Conduction velocity, therefore, increases with the increase in myelin to a certain point. In segmental demyelination or during remyelination, myelin sheath is thin, intermodal distance shorter, internodal conductance and capacitance is increased. These result in greater loss of local current before reaching the next node of Ranvier. The failure to activate the node of Ranvier results in conduction block. In case of a partial conduction, the impulse propagation is slowed due to longer time required by the dissipating current to generate an action potential. In segmental demyelination of smaller fibers the conduction may become continuous instead of saltatory. Impulse conduction in unmyelinated fibers occurs in a continuous manner which accounts for slower conduction velocity compared to saltatory conduction in myelinated fibers. The conduction velocity also slows down in focal compression, which may be due to demyelination and decrease in fiber diameter. (Mishra Kalita ,2006).The loss of myelin is associated with delayed or blocked conduction in the demyelinated axons. Normal conduction of action potentials relies on the insulating properties of myelin. Thus, defects in myelin can have major adverse neurological consequences. Loss of myelin leads to leakage of K+ through voltage-gated channels, hyperpolarization, and failure to conduct action potentials. Nerve conduction tests can detect slowed conduction in motor and sensory pathways. (Barrett et al., 2012) NERVE CONDUCTION STUDIES (NCS) The main indication of nerve conduction studies are for evaluation of paraesthesias (insensibility, creeping, fiery) or instability of the arms and legs. The type of study depends on symptoms presented. (Gutmann et al., 2003) NCS studies evaluate the dormancy, magnitude, as well as the pattern of the feedback following stimulation of the peripheral nerve through the skin and tissues by an electrical stimuli. The principle of nerve conduction studies (Mallik, Weir., 2005) In NCS we apply depolarizing electrical pulse square wave to the skin over a peripheral nerve generating a proliferate nerve action potential (NAP) recorded at a distant point over the same nerve. A compound  muscle action potential (CMAP) originating from the awaking of muscle grains in a destination muscle supplied by the nerve. These propagate nerve action potential and compound muscle action potential may be cited with surface or needle electrodes. Minor electrodes are restricted to allow around the full muscle stimulated, giving data for the time taken for the rapid axons to conduct an impulse to the muscle and the size of the feedback. Needle electrodes for NCS give authentic conduction time information, but because they evident from a small area of muscle or nerve it gives poor information and making numerical analysis difficult. Also it is difficult to obtain patient cooperation in an invasive technique. Nerves to be tested can either be stimulated through the skin with surface catalyst or it can be tested via a needle fixed close to the nerve or nerve roots. Choice of the stimulant depends on the desire to bracket above and below the  point of a prospective focal contusion and the anatomical opportunity to the applicable structure. (Mallik Weir et al., 2005). Motor nerve conduction performing motor nerve conduction study the surface electrodes overlying a muscle supplied by nerve to be tested is electrically stimulated and compound muscle action potential (CMAP) is recorded . The recording electrodes are fixed using sticky conducive pads placed in to the  overlying target muscle. The effective electrode is placed over the muscle belly and the reference electrode is situated over an electrically inactive site near by muscle tendon. A grounding electrode is placed between the electrodes maintaining a zero voltage reference point. The CMAP  is a calculated voltage response from an individual muscle fiber action potentials. The shortened inactivity of the CMAP is the time from stimulus  to the onset of action and it is a biphasic response with an initial upward deflection followed by a smaller downward deflection. The CMAP  amplitude is consistent from baseline to negative peak (the neurophysiological convention is that negative volta ge is demonstrated by an upward  deflection) and caculated in millivolts (mV) Figure-7: Compound Muscle Action Potential (CMAP) For recording CMAP, the stimulating current or voltage  is constantly increased until a point where there is no increment in CMAP amplitude. It is only at  supramaximal point that reproducible values for CMAP amplitude and the latency between the stimulus and the onset of the CMAP can be recorded  accurately. (Mishra Kalita, 2006) . The nerve is then excited at a more proximal site. In the normal state stimulating a nerve at  proximal site results in two CMAPs of similar shape and amplitude because the like motor axons innervate the muscle fibres making up the response  However, the latency will be greater for proximal stimulation compared with distal stimulation because of the longer distance between the stimulating  and documenting electrodes. The difference in inactivity represents the time taken for the fastest nerve fibre to conduct between the two stimulation  points as well as other factors involving neuromuscular transmission and muscle activation which is comm on to both stimulation sites. (MallikWeir  Gooch Pullman, 2005; Barboi Barkhaus,2004) . If we want to measures the distance between two sites then the fastest  can be calculated as follows: MNCV (m/s) = Distance between stimulation site 1 and site 2 (mm) [latency site 2 latency site 1  measurement the distance between 2 points of stimulation should be atleast10 cm. which reduces the error due to faulty distance  Stimulation at shorter segments of the nerve, however, is necessary in the evaluation of focal compression neuropathies e.g. CTS. Such short segment  stimulation does not allow the effect of focal slowing to be diluted by the unaffected nerve segment (Mishra Kalita, 2006) Sensory  StudiesThe sensory nerve action potential (SNAP) is achived by electrically stimulating sensory nerve fibres by a supra maximal stimulus and caculating the  nerve action potential at a point . Recording the SNAP orthodromically indicate to distal nerve stimulation and recording more  proximally (the direction in which physiological sensory conduction occurs). Recording the SNAP antidromically refers to proximal nerve stimulation  and recording more distally (opposite in order to the physiological sensory conduction occurs). Different laboratories have different antidromic or  orthodromic methods for testing different nerves. The acceleration correlates directly with the sensory latency, because the residual latency which  comprises neuromuscular transmission time and muscle propagation time is not applicable in sensory nerve conduction and therefore, either the results  may be expressed as latency over a standard distance, or acceleration. Only 20% largest diameter and fastest conducting sensory nerve fibres are  using in the conventional studies functionally supplying fine touch, vibration, and position sense. Predominantly small fibre neuropathies affecting  the 80% of fibres existing with prominent symptoms of pain and conventional studies .The various abnormal findings  are conduction slowing, conduction blockage, lack of responses,or low amplitude responses. NCV studies can acknowledge the degree of demyelination  and axonal loss in the segments of nerve examined. Demyelination of a nerve results in prolongation of conduction time (decreased conduction  velocity), where as axonal loss generally leads to the loss of nerve fiber and muscle potential amplitude. ( Mallik ,Weir., 2005)

Epic of Beowulf Essay - Beowulf and the Hero Myth :: Epic of Beowulf Essay

Beowulf and the Hero Myth Beowulf contains a myriad of different heroic ethical and social values. Most of these values are ingeniously rooted within, or made evident by the opposing forces of the poem. The initial opposing force arrives in the form of Grendel, a vile creature who's rampages mirror that of a modern serial killer. As the poem draws toward the conclusion, it focuses on the dragon, a creature developed by the poet to solidify the rise and fall of the archetypal hero. After Adolf Hitler failed in his artistic studies at Vienna, he began to develop what would become a reign of terror on those who were not like him. His backlash towards a society that rejected him as an artist spawned his anti-Semitic and political beliefs. The same anti-societal anger has found its way into the minds of countless other killers, both past and present. Take for example Theodore (Ted) Bundy, who in 1978, after watching students drink and dance in a college bar, witnessed "a healthy ritual of joy from which we know he forever felt exiled". Shortly thereafter, Bundy left the bar and traveled to the Chi Omega sorority house where he watched from outside, entered, and then killed two girls and wounded two others. Just as Bundy had done, Grendel watched and surveyed from the distance. He waited outside the great hall, listening to the mirth and celebration from within. He hated them. The revelers inside felt no "misery of men." They were not uninvited, outcast, and below the social class of Hrothgar's company. These feelings of inadequacy propel Grendel to slaughter those who oppress him. For "twelve winters" he smashes bodies and eats his victims, creating a bloody rampage and a dire need for a savior. The question of Grendel's origin is difficult to trace. The author remains ambiguous throughout the poem, referring to Grendel as biblical, but also suggesting that he is human. The original manuscript often refers to Grendel as "man", but man" with a long vowel meant evil, whereas "man" with a short vowel literally meant a man. It cannot be certain which pronunciation the author intended, what has been butchered in the translation, or whether this was meant to be a crafty play on words.

Media Aesthetics Notes

————————————————- September 19th ————————————————- Film Form; Film & Critical Analysis – Chapter 11 * Step 1: Develop a thesis * What is interesting, disturbing or noteworthy? * Does that aspect illustrate a concept from lecture w clarity? Is it a good example of something we talked about in class? * Did it have a unique effect on you? * Step 2: Segment the film * What features stuck out the most (given that weeks class topic)? * How are those features related to the film as a whole?Pay attention to details and how they affect the film * Step 3: Identify the outstanding instances of technique * Understand the techniques/concepts * Note specific examples of techniques * Types of lighting, angle, shots, narrative, style, etc. ————à ¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- September 26th ————————————————- Styles of Film * Two major directions – realistic and formalistic * Directions or â€Å"types† are defines by form, not content Three Styles of Film/Media: * Realistic (focused on content, portraying as real life) * Classicism (in-between) Formalism (manipulation, taking out of reality) Realism: * Reproduce reality with minimum distortion-objective mirror * Major concern is with content, rather than form * Subject matter is supreme * Documentary film * Imagine as we’re watching it as we would see it through our own eyes * Ex: Big Brother – raw, unscripted, stagnant cameras, not playing w manipulation * Would never see something like a birds eye view of crowds of people, because we would never see that in real life. If we were watching a conversation happening it would be from one angle Formalism: Deliberately stylized and distort images (special effects, explosions, zooming in/out, narrative structure: in real life happens in temporal order as it would happen to us, in these movies jumps around in time) * Wants no one to mistake manipulated image for real thing (not pretending that this is reality, want to show the manipulation) * Concerned with form rather than content * Referred to as expressionist (self-expression, trying to create connections between stories/events that if watched over & over it has deeper meaning) * Avant-garde cinema Classical: What most fictional films/shows are classified as (we would never live like this but its fun to watch, drama, comedy, group of characters that the similarities can relate to your life but also an element that the story is manipulated that wouldn’t be reality) * Films are strong in story, star (someone we identify), and production values (summ er block busters, high financial investment in production because high financial return) * Clearly defined plot, conflict, rising climax, and resolution/closure * Avoids extremes of realism and formalism (wouldn’t see camera work that seems natural, but wouldn’t have random objects on the screen) (realistic enough but also fantasy) ————————————————- Narrative as a Formal System – Chapter 3 I. Principles of Narrative Construction: * Plot & Story * Cause-Effect * Time * Space * Patterns of development II. Flow of Story Information: Narration * Range of Story Information * Depth of Story Information * Narrator Narrative Form Most common in fictional media, but can be nonfictional too (ex: Bachelor – what’s going to happen next week suspense) * Identify because stories are all around us * What is narrative? Narrative is a chain of events link ed by cause and effect and occurring in time (how is this constructed†¦chronological? Jumping from times? ) and space (location, extras in background, cars, etc) Components of Narrative Form * Plots and Stories * Story is the subject matter or raw material of a narrative * A set of all events * Plot orders the events and actions of the story according to temporal and spatial patterns * Plots can vary – jump around or chronological, can focus on one person at a time or a group – in the end still has same story line * Cause and Effect Characters create causes and effects by making certain things happen and reacting to events * Qualities of the character influence cause-effect relationships * Physical characteristics, traits, personality * Action/Reaction * Can be a natural disaster, etc * Time * Construct story time based on order the plot presents them * We don’t need mundane elements (shower, sleep) to make sense of a story * Temporal order is the order whi ch events occur (are they happening in chronological, or flashbacks, or jumping) * Temporal duration is the length and which events span (is there a moment they pay more time to? What is the significance of that scene) * Temporal frequency is how often events within a story are revisited * Space Events occur in clearly defined locations where the action takes place * Associate other elements based on locations * Tells us information that isn’t stated * Opening, closing, patterns of development * Classic paradigm most popular in media * Set of conventions are present in classical narrative structure * Characters are goal oriented * Three-act structure model * Set up, Confrontation, Resolution ————————————————- October 3rd ————————————————- Mise-en-Scene Mis e-en-Scene: the arrangement of all the visual elements of a theatrical production within a given playing area – the stage.Derived from a French theatrical term meaning â€Å"between the scenes† * The Frame * Composition & Design * Territorial Space * Proxemic Patterns The Frame * Each movie image is enclosed in a frame * Filmmaker doesn’t fit a frame to the subject, but the subject matter to the frame * Dimensions of a frame are known as the aspect ratio Frame: Top – suggest ideas of power, controls all visual elements (usually someone scary, or authoritative) Center – reserved for area of interest, realism (expectation that through real eyes we expect something to be there) Bottom – powerlessness Left/Right Edges – suggest insignificance, unnoticed Off the Frame – fearful, importanceComposition & Design * The visual balance in the composition of the film * Want to maintain equilibrium between elements because it is easy to fol low * Depending on the type of film, a bad composition may be effective * The human eye attempts to organize elements in composition Dominant Contrast * The area of an image that immediately attracts out attention because of contrast * Stand out in some kind of isolation Subsidiary Contrast * After we take in dominant we scan for counterbalancing devices – Lines & Diagonals – Exaggerate Movement – Light & Dark, Shadow – Colour – Framing Territorial Space 1. Full Front a. Facing the camera b. Most intimate c.Viewer feels involved 2. Quarter Turn d. Favorite position for filmmakers e. Less emotional, but high intimacy still 3. Profile Position f. Character is less aware of being observed 4. Three Quarter Turn g. Even more isolated than profile shot h. Unfriendly or anti-social 5. Back Shot i. Suggests alienation from world j. Mystery, audience wants to see more * Setting can have symbolic meaning * Sunny exterior, inside, public/private * Consider Co ntextual use – setting * Consider way one setting is used to create different effects Proxemic Patters * The relationship of objects within a given space * Many factors determine space * Light, climate, noise level Patterns are similar to the way people obey certain special rules in social situations * The more distance between the camera and with subject, the more emotionally neutral we remain * â€Å"Long shot for comedy, close up for tragedy† – Chaplin * Space is seen through 4 patterns * Intimate: extreme close * Personal: medium * Social: full range * Public: long and extreme long ————————————————- October 17th ————————————————- Editing Classical Cutting * French were the first to use cutting to continuity to create â€Å"arranged scene s† * Editing for emotion and drama, rather than for purely physical reasons * Presents a series of psychologically connected shots * Film: A Trip to the Moon by Georges Melies Concepts in Classical Cutting Content Curve – where a cut should be made; point at which audience has been able to assimilate shot’s information (audience wont be bored because scene is too long ex: Jaws – one frame too long risks boredom, one too shot risk audience being able to make sence) * Parallel Editing – switching of shots of one scene with another at a different location to convey idea of simultaneous time Continuity Editing * Also called â€Å"invisible editing,† a system devised to minimize the audiences awareness of shot transitions, especially cuts, in order to improve the flow of the story to avoid interrupting the viewers immersion in it * Continuity and Space: editors follow a standard shot patter to maintain spatial continuity * Establish shot, moves to a series of individual shots, back to establishing shot * Film: American Beauty Shot/Reverse Shot: shot of one character is followed by shot of another taken from the reverse angle – as they have a convo we always see the back shoulder of the other person talking across the table so we always know how close they are * 180 Degree Rule: once camera starts filming on one side of action, it must continue filming on same side for the rest of the scene * Eyeline Matches: using characters line of vision as motivation for a cut, matching another characters * Continuity and Time * Match on Action: Different views of the same action pieced together to look continuous (someone jumping building to building – we see them take off & land) * Jump Cut: abrupt shift in time and place of an action which s not announced by a transition CLIP: Breathless – driving in car only shows clips of driving while they're talking=cuts out blank space * Continuity Error: any unintentional dis crepancy from shot to shot (seeing a boom in the corner) * Change in location, posture, hair, costume, etc. Soviet Montage and Formalist Tradition * 1920’s Soviet filmmakers developed editing style around the theory that editing should exploit the differences between shots to create meaning * Film was seen as a political tool * Soviet montage, also called collision montage – rhythmic, intellectual (The Godfather baptism scene – baptism + murder + he knows the killings are happening so this becomes a 3rd meaning) Realism Photography, TV, and cinema produce realistic images automatically * Viewed classical cutting and montage to be distorting, corrupting * After WW2 neorealism emerged which deemphasized editing * Film: Stranger than Paradise – shows boy on phone, doesn’t give us other side of conversation we only know what he says – shots hardly move to accommodate characters we see what can fit into the frame – doesn’t cut out u seless times, shows everyone doing every action – goes black in between scenes) ————————————————- November 14th – Film Genre Understanding Genre * Genres are various types of films that audiences and filmmakers recognize by their familiar narrative, stylistic, and thematic conventions * Various conventions I. Narrative Elements – Most important criteria for defining a genre – Character types – Plot events Thematic recurrence – general meanings from plot that surface again and again II. Visual, sound, objects & setting * Lighting tends to be similar in films w same genre * Sound draws attention to possibilities that neither the characters nor the audience can see * Objects/setting serve as recurring symbolic images that carry meaning from film to film III. Predictability and Variation * Genres meet audience expectations * However, a film without surprises become cliche * Sub genres begin to form – smaller clusters of films within a genre * Many films incorporate characteristics of multiple genres, creating a hybrid * No genre can be defined in a single way *

Education and Teachers Essay

Teachers in Taiwan enjoy higher occupational prestige and great job satisfaction.In Germany teachers enjoy teaching. Teachers in China are highly respected. Those within the Indian culture feel that teachers are next to God. American teachers believe that teaching helps society’s well-being. Teachers in England are poorly regarded. Teachers are constant companions and they mold student’s personality. They are role models and they motivate the students. However,according to individual experience there are different kinds of teachers some are friendly ,some are strict and others are ideal teachers. The first kind of teachers are friendly teachers. They combine both the guidance of a teacher and the understanding of a friend. Friendly teachers act like philosophers and guides. A friendly teacher helps the students to choose the right path . These teachers are closer to the students and better educators because they understand students needs and help them accordingly. Perso nality development and positive attitude of the each student is their first priority. Friendly teachers never criticize their students in the class ,and they are always gentle with them. My 8th grade math teacher is the perfect example for this. He was very friendly with us. He used to stay after school to help with our math problems. He used to meet our parents on regular basis. I really enjoyed his teaching methods. He is one of my favorite teachers. So friendly teachers are very important for the students future. The other kinds of teachers are strict teachers. Strict teachers are very tough on students. They dislike any mistakes or carelessness. These kind of teachers have high expectations for their students. Disciplining their students is important for the strict teachers. Students have to be extra cautious about these kinds of teachers. For example, my 6th grade music teacher was very strict. He wanted us to memorize each note. I was nervous when I started that class. I wanted to quit the class because of his strictness. After I realized that he was just helping me through tough times, I admired him. Because of his discipline, I continued the music class. Even though strict teachers are rough sometimes,some students need these kind of teachers. The third kinds of teachers are ideal teachers. Some teachers sacrifice their lives to help the students. They are humble, self -disciplined, helpful, honest ,creative and available to all the students. By respecting the students and giving self confidence to their students, these teachers help the students to become good citizens. They are perfect role models and they also have great hearts. Anne Marie Murphy, 52 is the perfect example for these kinds of teachers. She was a Sandy Hook Elementary teacher who died to protect her students during the shooting. She sacrificed her life for her students. She was the perfect role model. Students who have these kind of ideal teachers are very lucky. Teachers do not all teach same way. Students like their teacher according to their own individual preference. The relationship between teachers and their students is the key element in creating an educational atmosphere that is both pleasant and effective. Teachers are different, however, they all have something in common, and that is the desire to help their students.