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The Effects Of Tobacco Smoking On The Australian Community

1.0 Introduction In Australia, tobacco smoking is one of the main leading causes of death and disability.1 Smoking is also one of the single major preventable conditions and is the main causes of disease burden in comparison to other major risk factors.1,2 Use of tobacco voluntarily or involuntary (passive smoking) has been associated with various chronic, life threatening and debilitating conditions such as heart disease, reduced lung function, lung cancer, chronic obstructive pulmonary disease and emphysema.1-3 In Australia, tobacco accounts for 9.6% of the total disease burden, 20.1% of total cancer disease burden every year, and estimated social and economic costs of smoking is $31.5 billion, putting a heavy financial burden on the Australian community.4 Smoking tobacco causes 16 types of cancers and only for lung cancer; in 2008-09 Australia’s health expenditure was $210 million.4 Furthermore, according to World Health Organisation (WHO), 10% of total deaths globally caused in 2015 would due to smoking.4 However, rates of smoking in Australian adults have declined from 2001(22.3%) to 2011-12 (16.3%).5 This could be attributed to different government policies implemented to curb this epidemic, such as plain packaging, smoke-free environment legislation, ban on smoking advertisements, heavy taxes on tobacco and public education programs through mass media.6 This article focuses on critical evaluation of tobacco control policies in Australia. 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Experiential Learning Theory Free Essays

string(29) " change his future practice\." Introduction It is difficult to define learning but I understand from my teachers that it is the acquisition of knowledge and skills from instructions or studies. The teachers have an inclination and desire to help our learners acquire, maintain or develop the knowledge, skills and attitudes that they need in the context of their everyday work (Mann 2002). According to Knowles, learning is broadly defined as the occurrence of change in a person with regards to behaviour, skills, knowledge and attitude. We will write a custom essay sample on Experiential Learning Theory or any similar topic only for you Order Now (Knowles 2005). Description of a case from my teaching This was an intra-operative training for a Core Medical Trainee doctor (CT Doctor) in the reconstruction of tissue defect using a local skin flap. The trainee had never done this procedure before independently but had seen similar procedures being done and is regularly seeing the postoperative results of cases operated by me and other colleagues in the out patient follow up clinics. The aim of this teaching was a one to one surgical skill teaching of how to do a rhomboid flap, which is a transposition flap to reconstruct the defect following excision of a lesion. Though it was a teaching of an operative technique, it involved three stages namely pre-operative planning, per-operative practical procedure and post-operative documentation and reflection on the performance. The student usually is required to have preliminary prior knowledge about the skin anatomy including the components of flaps, blood circulation and different types of flap configurations based on the design (transposition, rotation and advancement flaps). The student is taught about the preparation on the operating table, draping the operation site, observing all aseptic precautions, removal of the skin lesion (this part is done me in this teaching session), planning of the flap, raising the flap, insetting the flap to fill the defect, suturing the flap and donor site, applying the dressing, documentation of operation notes, reflection on the performance and agreeing on what changes needed to improve the performance next time. Learning theory applicable to my teaching case Experiential Learning Theory (Kolb) The experiential learning theory was developed by Kolb emphasizing the importance of experience in the learning process and based his theory on the work of Dewey, Lewin and Piaget (Kolb 1984). Kolb offers a working definition of learning as â€Å"a process whereby knowledge is created through the transformation of experience† and emphasizes the importance of adaptation, as knowledge is not static but changing, as we learn and relearn through the process of ongoing experience which changes the practice. Kolb built this upon six propositions (Kolb 1984): Learning is best conceived as a process, not in terms of outcomes Learning is a continuous process grounded in experience The process of learning requires the resolution of conflicts between dialectically opposed modes of adaptation to the world Learning is an holistic process of adaptation to the world Learning results from synergistic transactions between the person and the environment Learning is a process of creating knowledge Principles of Experiential Learning: Learning occurs best when people learn through their own experiences and from the reflections of their own experiences rather than through lectures and theories to generate knowledge and skills. In learning what the learners do is more important rather than what they know Experiential learning makes the learners’ behaviour and attitudes explicit so that they can be assessed to construct it better for the future experiences. It is not just sufficient to teach the learner what to do but they need to be actually shown how to do and also how to improve it. The cyclical learning offers the learners continuous improvement by repeating the learning wheel over and over. Continuous use of the experiential learning cycle guides individuals and groups or teams towards improved performance and high quality outcomes. Experiential learning is not just about acquiring knowledge and skills but generating experience in the learner to discover what it is like, how it made them feel and what it meant to them, which in turn is the key to generating greater skills. The new experiences not only generate new ideas but also dispose of or modify the old ones. Experiential learning gives importance to the key aspect of learning which is to achieve change in behaviour and attitude by the holistic approach of addressing cognitive, emotional and the physical aspect of the learner. Many learners feel experiential learning process gives a sense of satisfaction, reward or gift because of it’s value is appreciated by the learner as a vital learning tool Kolb developed a cyclical learning process consisting of four stages (abilities): Concrete experience (abilities) – â€Å"Doing something† Reflective observation (abilities) – â€Å"Observing and reflecting on the action† Abstract conceptualization (abilities) – â€Å"Thinking and finding where the action fits in with theory† Active experimentation (abilities) – â€Å"Planning to implement the idea to solve actual problems The learning can begin at any of the four stages (Kolb Fry 1975) but needs to go through all four stages to complete and progress further for learning to continue. Kolb and Fry developed four types of learning styles people use and they can be placed between concrete experience and abstract conceptualization; and active experimentation and reflective observation as shown below: Four Stages of Kolb’s Learning Cycle Concrete experience: The learner performs an activity and gains experience. The activity can be a demonstration, a case study or learning a skill such as assisting an operation or performing an operation under supervision. The learner links this awareness or experience with his prior knowledge or experience resulting in a new experience or knowledge and this forms a basis for future experience. Reflective observation: The learner reflects upon the performance as a self-reflection, with that of the observer who is usually the teacher or from a small group in the form of discussion or constructive criticism. This is very important for the learner to link in with his prior knowledge and experience and move forward. Abstract conceptualization: The learner develops a concept or theory from the knowledge gained through this experience and makes some plans to alter or change his future practice. You read "Experiential Learning Theory" in category "Essay examples" Active experimentation: At this stage the learner puts into practice of the lessons learnt from this experience to experiment the solutions to improve the new experiential cycle. Four Types of Learning Styles (Kolb, 1976) Assimilators (Abstract conceptualisation reflective observation): This group has a strong ability to learn better when provided with sound logical theories to practice and reflect. They are concerned with abstract concepts than people. Convergers (Abstract conceptualisation active experimentation): This group learn better when exposed to practical applications of concepts and theories. They are focussed on solving specific problems by reasoning. Accommodators (Concrete experience active experimentation): Their greatest strength is doing things and learn better when given opportunity to have â€Å"hands-on† experiences. They perform well when required to react to immediate circumstances Divergers (Concrete experience reflective observation): This group is strong in imaginative ability and are good at generating ideas and seeing things from different perspectives. They are interested in people. Though there are different predominant styles of learning in each learner, there is considerable overlap and mixture of different situations that is likely to complement the learning. Kolb’s model provides an invaluable practical framework for designing experiential learning for adults. Relevance of KOLB Learning theorY TO MY CASE Concrete Experience: The CT doctor started from the stage of concrete experience when the flap procedure was planned. He has seen me doing the flap procedure before and he has also assisted me to perform this procedure before. We had discussion pre-operatively, which triggered his pre-existing knowledge about the flap and his prior knowledge of anatomy, technique of flap elevation, insetting, and suturing in place. This is followed by the operative procedure done by him and I assisted him. This practical experience imparted new level of understanding to him and assimilated with his prior knowledge. Reflection: After the completion of the operation and documentation, we had time to reflect on this new experience and consolidate the experience with the prior knowledge to form a new knowledge. During the discussion, I have acknowledged the good points and both have agreed the importance of tissue handling, suture placements in relation to tissue planes and the need to trim off the excess bulky tissues in the flap to fill the defect better. Abstract Conceptualisation: As a result of above discussion and feedback, we have identified areas for improvement as mentioned above for the transposition flap. We have agreed that I will assist him again in another similar case when he can apply those principles during the procedure. I also introduced the concept of rotation flap and advancement flap as in some cases, after removal of lesion and creating the defect, it is not always possible to perform transposition flap. The learner has some prior theoretical knowledge about the configuration and surgical technique of rotation and advancement flaps. I gave further guidance regarding reading materials – flap books and specific articles. This fine-tuning has helped in preparing the learner for active experimentation in a new cycle. Active Experimentation: After two weeks, the learner developed further reading related to the new concepts following the above discussion and attended my skin cancer clinics. We selected two cases needing operation to remove the lesion and reconstruction using local flaps. We applied his knowledge and prior experience to formulate the new treatment plan to carry out very soon. This has prepared him for the new encounter of active experimentation stage described by Kolb. Some Practical Difficulties and Potential Improvements I have come across problems and difficulties during the flap teaching sessions and I have enumerated them with the possible solutions, which I hope will improve my future teaching and make it more beneficial to the trainee and safer to the patients. Reflection of the learners with that of teachers’ observation is an important part of this learning cycle. Problem: The operative technique teaching of the flap to cover a tissue defect is mostly done under local anaesthesia with the patient awake. It is not always easy to talk all the aspects explicitly during the procedure. How to overcome it: One of the options would be to plan the first cycle of operative learning in patient who wanted the procedure under general anaesthesia. Problem: In some instances we have missed out this session of reflection due to lack of time, busy operating list and the learner had to attend ward patients or dressing clinic patients. How to overcome it: I need to plan this teaching session when the learner has a protected time to attend my appropriate theatre session. In cases of unforeseen circumstances causing this, I instruct the learner to write down his thoughts of reflection of the session and send it by email which will enable me give my impressions to him personally at a mutually agreeable time to move forward with an agreed plan for future experiences. The other option is to hand over the further continuity of learning to another colleague. Problem: Quite often Core Trainees in Plastic Surgery do not attend the Dressing Clinic to see the post-operative results when the patient returns for the suture removal and they also miss the opportunity when the patient returns to out patient clinic subsequently for pathology results. Reviewing the patients on these two occasions is equally important to complete the learning process. How to overcome it: I have started including in the post-operative instruction to call that particular Trainee doctor (for specific cases) when the patient returns for suture removal. Another option is to book the patient into my dressing clinic session and encourage the learner to attend. I also inform the trainee that the assessment form will be completed after he has seen the patients’ post-operative result. This is an incentive for them to attend the clinic. Problem: Kolb cycle may be difficult to apply to all trainees and there are some cultural differences the way the trainees are trained, for example trainees from Indian subcontinent or from Europe. How to overcome it: I will use spiral method of learning proposed by Dewey in this type of surgical technique teaching so that the learner follows it through the spirals to modify and improve the quality of outcome performance. I would also incorporate four-stage process of teaching in theatre (Walker Peyton, 1998) as part of the Kolb cycle depending on the pre-existing experience of the learner. Stage I involves my demonstration of the normal procedure at normal speed. In stage II, I will carry out the procedure again with full explanation and trainee is encouraged to ask questions. I perform the procedure for a third time during the III stage with trainee describing the steps, being questioned on key issues and providing any necessary correction. This stage continues until I am satisfied that the trainee fully understands the procedure. Now we move on to the final stage when the trainee carries out the procedure under close supervision, describing each step before it is undertaken . Thus this drilling of four-stage surgical skill development is followed by repetition to increase the confidence and further practicing of the skills to master it to apply in different situations. I will employ flexibility as to where to start the training depending on the individual trainees’ abilities and their prior knowledge and experience. Here is a framework I plan to use for the future flap teaching sessions: References Mann K V. (2002) Thinking about learning: Implications for Principle-Based Professional Education, The Journal of Continuing Education in the Health Professions, 22: 69-76 Knowles M S, Holton E F, Swanson R A. (2005) What is Learning, The Adult Learner, Elsevier, Burlington, MA Kolb D A. (1984) Experiential Learning, Experience as the source of Learning and Development, Prentice Hall, Englewood Cliffs, New Jersey Kolb D A. (1976) The Learning Style Inventory: Technical Manual, Boston, Ma.: McBer. Kolb D A. (1981) ‘Learning styles and disciplinary differences’. in A. W. Chickering (ed.) The Modern American College, San Francisco: Jossey-Bass. Kolb D A, Fry R. (1975) ‘Toward an applied theory of experiential learning;, in C. Cooper (ed.) Theories of Group Process, London: John Wiley. Walker M, Peyton R. (1998) Teaching in the Theatre, Teaching and learning in medical practice, Manticore Europe, Pages 171-180 How to cite Experiential Learning Theory, Essay examples

Presentation Chinese Painting and Calligraphy Essay Example For Students

Presentation Chinese Painting and Calligraphy Essay Political evolution: the main Dynasties Just to remind you, there is a succession Of dynasties: thats the simplification here (The UP is on Web if you are interested). Characteristics themes and symbols in Chinese art All traditional Chinese art is symbolic and reflects some aspect of a totality of which the painter is intuitively aware. And the artist (the word must be understood carefully especially for Chinese art because differentiation between professional painters and amateurs that are the elite) expresses the inner character of things rather than just his appearance. I made a list of symbols with various possible meanings. Calligraphy Calligraphy in Chinese art and society The Chinese name for calligraphy is Chuff that means method of writing. Actually, its different from writing as communication because it supposes a technique and a specific approach. It expresses something more profound -that is the inner state of the calligrapher. It is considered as a spiritual discipline practiced by educated elite, called Literati. It developed mainly after the Han dynasty. Calligraphy has been considered supreme among the visual arts in China. The spieling sets the standard by which Chinese painting is judged so the two arts are closely related. Main characteristics The early Chinese written words were simplified pictorial images, indicating meaning through imagination. These images were flexible in composition that allows changing the meaning by slight variations. The tools for Chinese calligraphy are few?an ink stick, an ink stone, a brush, and paper or silk. The calligrapher then composes structures with well-balanced spaces between the strokes. Normally, number and form Of strokes, their order and brush movements are predetermined. The calligrapher does not invent form. Rather he interprets them, With his particular style that reflects his individuality. The fundamental inspiration of Chinese calligraphy is nature. Evolution I) Guanine The earliest known Chinese characters were engraved on the bones of large animals. It was said that Canning, the legendary inventor of Chinese writing, got his ideas from observing animals footprints as well as other natural phenomena. He then started to work out simple images from what he conceived as representing different objects Each image is composed of a minimum number f lines and yet it is easily recognizable. The arrangement of the images changes the meaning. 2) Jinee Form of writing found on bronze vessels also called metal script. Its in this period that calligraphy as a discipline by itself emerges. Xanthium style In the 3rd century Bcc, at the same time of the first unity of China, the bronze script was unified Lines of even thickness and many curves and circles characterize small-seal script. Each word tends to fill up an imaginary square. There are series of these equals squares arranged in columns and rows, each of hem balanced and well spaced. BUT: could not be written speedily so passage to the fourth stage Lush Here, squares and short straight lines, vertical and horizontal, predominate. The words tend to be rectangular. Shuns (khakis) regular script Since this curtailed the freedom of hand, a fifth stage developed. The Chinese write in regular script today. Each stroke, each square or angle, and even each dot can be shaped according to the will and taste of the calligrapher. Indeed, a word written in regular style presents an almost infinite variety of problems of structure and composition, o the calligrapher can create something more than the meaning of the word. Singing We can see the moment of the brush to trail from one word to another. Cacaos It is less a style for general use than tort that of the calligrapher who wishes to produce a work of abstract art, Calligraphers and periods Powering Painting A Characteristics * Characteristics of painting The Chinese painter uses essentially the same supports as the calligrapher: silk or paper, The basic material is ink and the painter uses a brush that gives the dynamism to the painting Color is added to make the effect more true to life or decorative cent. .u8d032f4963894f30c0aca334b08a526e , .u8d032f4963894f30c0aca334b08a526e .postImageUrl , .u8d032f4963894f30c0aca334b08a526e .centered-text-area { min-height: 80px; position: relative; } .u8d032f4963894f30c0aca334b08a526e , .u8d032f4963894f30c0aca334b08a526e:hover , .u8d032f4963894f30c0aca334b08a526e:visited , .u8d032f4963894f30c0aca334b08a526e:active { border:0!important; } .u8d032f4963894f30c0aca334b08a526e .clearfix:after { content: ""; display: table; clear: both; } .u8d032f4963894f30c0aca334b08a526e { 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; } .u8d032f4963894f30c0aca334b08a526e:active , .u8d032f4963894f30c0aca334b08a526e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u8d032f4963894f30c0aca334b08a526e .centered-text-area { width: 100%; position: relative ; } .u8d032f4963894f30c0aca334b08a526e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u8d032f4963894f30c0aca334b08a526e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u8d032f4963894f30c0aca334b08a526e .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; } .u8d032f4963894f30c0aca334b08a526e:hover .ctaButton { background-color: #34495E!important; } .u8d032f4963894f30c0aca334b08a526e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u8d032f4963894f30c0aca334b08a526e .u8d032f4963894f30c0aca334b08a526e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u8d032f4963894f30c0aca334b08a526e:after { content: ""; display: block; clear: both; } READ: Chinese architecture EssayAnd different techniques In Chinese eyes a picture may gain considerably in interest and value from the colophons added by later connoisseurs The judgment of Chinese painting is basically the vitality and expressiveness of the brushstroke itself and the harmonious rhythm of the whole composition, as in calligraphy, SIX PRINCIPLES: About the mid 6th century, the painted Xii He compiled the works on art theory and prefaced this list with the so-called aesthetic principles. Weve seen in the lecture that point so spare you the details, they are on UP. The principles eave become the cornerstone of Chinese aesthetic theory down through the centuries. Evolution a) Chou dynasty 1046-256 BCC We assist in this period in the flowering Of the arts in many areas. Its the emergence of a representational art form and representations were cast with gold or silver inlay or engraved onto the sides Of bronze vessels. The early representations of landscape are dated from this period. B) Kin and Han dynasties A lot of supports: wall painting, long rolls of silk, tomb paintings and painted objects Paper invented in that period but not used until the 3rd or 4th centuries CE. Themes: nature or historical narratives It is the first time we can notice stylistic features creating spatial illusion and lighting effects. C) Three kingdoms (220-280) and Six Dynasties (220-589) This period establish the tradition of scholarly amateur painting, It is also the time when narrative illustration appears, The concept of flowers in relief appears perhaps cause of chiaroscuro or pigment eve do not know. D) SSI (581-618) and Tang (618-907) dynasties The royal tombs near Asian (706) show the emergence of a more liberated tradition in brushwork that came to the fore in mid to late 8th century painting. The tang dynasty experiences the three-dimensional effect created by ink only. In the same time, the depiction of the court is emphasized and horses became a popular subject for painting. Its a period of progress and changes in landscape painting: either mineral colors were applied or painters varied the tones of monochrome ink The eccentric painter that splashed ink are born under Tang dynasty and the Chant painting (Zen Buddhism) developed. E) Five Dynasties (907-960) and ten Kingdoms (902-978) Under the five dynasties, two distinct traditions in Chinese landscape appeared. Jinn Ha: dark painting lot of rocks Dong Yuan: almost impressionistic in treatment, calligraphic mode, calm, regional affiliation. In this period, flower painting became a separate branch Of painting in the Vive dynasties. Either by a naturalistic style mostly adopted by professional painters Or by the style created by Xx Xi Who drew flowers in ink and adding a little color afterward, preferred by the scholars. F) song (960-1279), Lila (907-1125), and Jinn (1 115-1234) The song dynasty is a stimulus for the rise of the amateur painting movement that brings great achievement in landscape painting especially with the ideas of cloudlike textures, or relief In the same time, a group of intellectuals proposed a completely different approach. The aim of these artists was not to depict nature realistically but to express themselves. For that, they valued spontaneity above all. I go quicker now because it is outside the dates of the program but just to give the main ideas g) Yuan dynasty (1206-1368) Under the Yuan dynasty, calligraphy and painting were unified because calligraphy became a part of the design. Ex: Zoo Menage applied calligraphic forms to landscape painting. The artists c:wan inscription and the colophons of connoisseurs became an integral part of the total work of art. Mining dynasty The 15th century was a period Of settled prosperity and great achievement in the arts. The naturalistic features such as perspective and different shading effects appeared under the Mining dynasty; i) King Dynasty (1644-1911/12) The King dynasty is characterized both by lavish decoration and ornate effects. But it is especially, the end of the co nflict at court between professional and amateur styles that had been introduced in the Song dynasty. This period is based on conservatism: and compositions became routine. Nevertheless, the group of the so-called Individualists proposed to focus on motions and feelings. ) Since 1912 Since 1912, we assist to the modernization and Western influence (Impressionists, the Fauves for instance). But the Sixth century is marked by some periods of great political control * Conclusion What I wanted to show in this presentation is that firstly there is continuity and fundamental changes in this long period: sometimes calm, more eccentric, influenced by past, radically new etc. And, secondly, that there are common points of both disciplines. To sum up. The main relations you should retain from that are: *The use of the same materials, especially the role of the brush .u1d0770d3ecbb8985d627f9691cdbe242 , .u1d0770d3ecbb8985d627f9691cdbe242 .postImageUrl , .u1d0770d3ecbb8985d627f9691cdbe242 .centered-text-area { min-height: 80px; position: relative; } .u1d0770d3ecbb8985d627f9691cdbe242 , .u1d0770d3ecbb8985d627f9691cdbe242:hover , .u1d0770d3ecbb8985d627f9691cdbe242:visited , .u1d0770d3ecbb8985d627f9691cdbe242:active { border:0!important; } .u1d0770d3ecbb8985d627f9691cdbe242 .clearfix:after { content: ""; display: table; clear: both; } .u1d0770d3ecbb8985d627f9691cdbe242 { 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; } .u1d0770d3ecbb8985d627f9691cdbe242:active , .u1d0770d3ecbb8985d627f9691cdbe242:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1d0770d3ecbb8985d627f9691cdbe242 .centered-text-area { width: 100%; position: relative ; } .u1d0770d3ecbb8985d627f9691cdbe242 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1d0770d3ecbb8985d627f9691cdbe242 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1d0770d3ecbb8985d627f9691cdbe242 .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; } .u1d0770d3ecbb8985d627f9691cdbe242:hover .ctaButton { background-color: #34495E!important; } .u1d0770d3ecbb8985d627f9691cdbe242 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1d0770d3ecbb8985d627f9691cdbe242 .u1d0770d3ecbb8985d627f9691cdbe242-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1d0770d3ecbb8985d627f9691cdbe242:after { content: ""; display: block; clear: both; } READ: Edouard Manet EssayBrushstrokes similar especially the use of lines and supple movement *The role of the spaces in the composition * The judgments of the painting and calligraphy are both based on the rhythm of the composition (with the criterion of dynamism, vitality or expressiveness). * Expression of the inner, of the essence of the things they represent or the inner state of painter and calligrapher ; determines the different styles. To express this idea of close link between painting and calligraphy, we could refer to the expression The Three Perfections: calligraphy (script), painting and poetry concept).

Medieval Medicine Essay Example

Medieval Medicine Essay When we hear the word medicine, doesnt that imply it is a remedy to cure a sickness or disease? Medicine is used to restore our faith, hope, and most importantly, our lives. For hundreds of years, medicine has been known to cure many people including those who had barely an ounce of life left. However, as the Middle Ages progressed, medieval medicine became popular among people even though it was killing them instead of healing them. One example is the Black Death. As this horrible disease was spreading rapidly in Central Asia and Europe in the 1320s, thousands of people were dying and were in need of help. Some practices of medieval medicine were Phlebotomy, or bloodletting; which consisted of leeching, cupping, and venesection. (Livingston) Although patients often died because of infections, the loss of consciousness, and cutting of arteries, which caused unstoppable bleeding, many physicians believed this was a method of surgery. In leeching, the physician would attach an annelid worm to the effected area and allow the leech to do its job. With the cupping method, when the cup was heated hot enough, it acted like a vacuum and sucked the blood up through the skin. For venesection, it was the direct opening of a vein, generally on the inside of the arm, for the draining of a substantial quantity of blood. (Livingston) The process of bloodletting was from an idea that blood was to be drawn from a specific vein so it would affect a particular organ. We will write a custom essay sample on Medieval Medicine specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Medieval Medicine specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Medieval Medicine specifically for you FOR ONLY $16.38 $13.9/page Hire Writer (Livingston) It was not enough that a patient be bled, he must be bled from a proper vessel. There was a theory that various internal organs were connected with various superficial veins, so that bleeding from these veins drew noxious humours from organs which could not otherwise be reached (Cameron 165). In the Middle Ages, medical theory was based on the idea of humors. According to this theory, the human body had four humors: yellow bile, which was hot and dry; blood, which was hot and moist; black bile, which was cold and dry; and phlegm, which was cold and moist. (Corzine 59) These four humors were also linked with the four elements of the earth: fire, air, earth, and water. If someone was deeply ill, physicians believed that the humors in the body were imbalanced. If the humors were balanced, then the person would be perfectly healthy. Certain emotions were also used to distinguish people who had an excess of a certain humor. An individuals temperament was determined by the predominance of one or more of the humors. (60) For example, for a person who had too much blood, they tended to act happily. If they were dull, theyd have too much phlegm and if they had too much black bile, physicians would prescribe a hot and wet medicament. (Bruccoli 440) However, physicians often used Phlebotomy to cure these humor imbalances in a person but instead of curing, they were killing them quicker. Modern medicine has been steadily changing because of the rapid increase of medical technology. But as we look back in the medieval days, physicians did not have the technology or the intelligence to improve their medical theories. They figured by bleeding their patients, it would balance the humors and cure them. However, physicians never saw the flaws of their medical theory of humors, which caused the death of many patients. Cameron, M. L. Anglo-Saxon Medicine. Cambridge University Press. Cambridge, 1993. Corzone, Phyllis. The Black Death. San Diego: Lucent Books, 1997. Bruccoli, Matthew J. ; Richard Layman. Word Eras. Vol 4: Medieval Europe. Farmington Hills, MI: Gale Group, 2002. Livingston, Michael. Misconceptions about Medieval Medicine: Humors, Leeches, Charms, and Prayers . 11 Dec. 2003 http://www. strangehorizons. com/2003/20030317/medicine. shtml.

Legal Conflict Associated with Electronic Commerce

Legal Conflict Associated with Electronic Commerce Why legal disputes cannot be resolved by simply referring to relevant laws Application of rules is one of the ways through which legal disputes can be solved. However, laws may be vague thus limiting their effectiveness in resolving conflicts. In resolving legal disputes, the legal rules applied may be general and indeterminate. As a result, all the disputes being resolved using legal resolutions are subjected to the same set of rules.Advertising We will write a custom term paper sample on Legal Conflict Associated with Electronic Commerce specifically for you for only $16.05 $11/page Learn More According to Loh (1984, p. 26), laws formulated to solve a particular dispute may not be applicable to other similar cases. In the process of settling disputes, laws are meant to provide an alternative way through which disputes can be resolved. Laws provide a reliable prediction of the resultant legal consequences in relation to a particular human conduct. This mean s that legal disputes cannot be resolved by simply referring to relevant laws. Considering the fact that legal dispute resolution mechanisms may be vague, application of alternative disputes programs is necessary. Some of the major reasons causing incorporation of alternative dispute programs include the rising litigation costs and the associated emotional and psychological costs. Some of these programs relate to arbitration and mediation. Legal conflict associated with electronic commerce that has not yet been resolved Disagreements can arise in electronic commerce with regard to the terms of the contract (Leps, 2010, para. 1). One of the legal conflicts in relation to electronic commerce that has not been resolved arises from existence of uncertainty with regard to cross border disputes. In conducting electronic commerce, some of the parties involved may be from different countries and hence the difference in jurisdiction (International Chamber of Commerce, 2010, para. 8). This me ans that the principles adopted in relation to ‘country-of-destination’ and ‘country-of-origin’ may be different. Some economies may adopt the ‘country-of-destination’ principle. This means that the laws applicable in case of a dispute involving cross-border parties are those of the customer’s country. Application of such a principle limits consumer choice (International Chamber of Commerce, 2010, para. 9). Due to existence of the ambiguity, most firms are reluctant to venture into electronic commerce with cross-border business counterparts. Most of the firm’s business partners include firms within the same territory. This arises from the fact that the firm’s may incur substantial costs as a result of unenforceable contracts in addition to risks of sanctions. The legal conflicts with regard to the ‘country-of-destination’ are further worsened if the customers use interposing technologies in purchasing digital p roducts. In addition, if the payment is made using digital cash, which is not identified by the purchaser, there is a high probability that the firm may not know the law to apply. In such a situation there is a high probability that the firms will firm’s will forego cross-border electronic commerce. The consumers are negatively affected since they cannot be able to access internet benefits optimally (International Chamber of Commerce, 2010, para. 9).Advertising Looking for term paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More As a result of the legal conflict in e-commerce, the supply chain of goods and services in the entire global marketplace is limited. The complexity of compliance means that firms are precluded from the digital economy. Conclusion In summation, application of alternative dispute resolution programs in resolving legal disputes is necessary. This arises from the fact that the la ws may not be applicable to certain circumstances. Laws provide a basis for alternative dispute resolution mechanism. Due to existence of cross-border differences with regard to e-commerce firms have not been able to implement electronic commerce effectively. Reference List International Chamber of Commerce. 2010. Jurisdiction and applicable law in electronic commerce. Retrieved from https://iccwbo.org/ Leps, O., 2010. Jurisdiction in e-commerce: a non-existing conflict of law and consequences for consumer protection and SMEIs. Web. Loh, W., 1984. Social research in the judicial process: cases, readings and texts. New York: Russell Sage Foundation.

Narrative Exploring. Being an African American Essay

Narrative Exploring. Being an African American - Essay Example I belong to the African American group. As far as my status within the American society is concerned, I belong to the middle class as I am neither poor nor rich. In terms of my religious identity, I am a Christian who has firm belief in God and Jesus. In relation to my existence in the society, I want to be a good citizen as well as a good human being and all the values attached with a good human being are taught to me by my parents and my African American identity. I am fully aware that I live in a society that is multicultural and multilingual in which, people from different lands are accommodated. Being a part of such a society is a privilege in its own self. I am proud to be a part of such a society where I can enjoy equal rights and equal opportunities towards success. In my group, I find quite loving people who try to take care of each other. I am an African American and I am proud of it. Being an African American in my point of view is a blessing as I belong to a land that is regarded Holy by Orthodox Christians because of its being a Custodian of the Holy Ark of the covenant. My origin’s city Lalibela, which is located in Ethiopia, has a wide number of Ethiopian Orthodox Christians.... All those who have adopted this land as their own after leaving Africa are known as African Americans. I have an origin in Ethiopia, which is also called the Horn of Africa. Ethiopia is one of those lands that are not colonized historically. It is land of palm trees, high mountains and lots of sunshine. We have our own traditional dishes, music and gestures to please people such as we prepare a great recipe called injera, which is a sauce made of either meat, ground grains, beans or vegetables with plenty of spices. Similarly, our traditional music is wide in range such as Amharic and Tigrigna music, R and B, pop, mezmur (Gospel), and Hip Hop. We have our own festivals and events to celebrate in which, we feel pleasure to participate. Â   We as a group believe in family life and continue being in families as through this custom of living together, we can share each other’s happiness and worries and we can help our fellow group members as we understand them better than any oth er person belonging to any other group. We love each other and give respect to our fellow group members and all other people around us and we also try to accommodate other people interested to share our experiences and customs. I as a Christian teach my children to be a good Christian by following all the duties of religion and by obeying the commands of the religion. My parents also taught me to be a good human being first and then be a good Christian. I follow my parents’ teaching and have transferred my acquired knowledge to my children. African American origin has enriched my being as a person who is related to people who are caring and loving and who try to help people with their good manners and care. They are usually good Christians and try to follow what is advised

The International Trade in Antiquities Essay Example | Topics and Well Written Essays - 1750 words

The International Trade in Antiquities - Essay Example This trade cuts across local thieves to larger international looting networks. These include auction houses in the US, Asia, Middle East and Europe. It is difficult to quantify this trade but it is estimated at four billion dollars annually. Looted antiquities are illegally moved across many borders, changing hands many times before reaching their final destination. This makes their origins very difficult to trace. These antiques end up with museums and privare collectors. Ownership history is then fictitiously given to the antiques. False documents are also made to prove authenticity of the antiquities, to give assurance that that the antiquity's origin is legitimate. Despite numerous attempts to tighten control from law enforcers worldwide, this trade continues. It is boosted by the developing technology and the advanced market. For example, the online auction sites have made controlling this trade very difficult. This paper examines the two positions. The proponents include traders and middlemen while the opponents are archaeologists, conservationists, law enforcement agencies and historians. It then evaluates the strong points in both arguments against weak ones. Proponents' position Proponents argue that trading in antiquities is economically beneficial to the local communities that are economically surviving. They further argue that placing restrictions or illegalizing this trade will not change this situation but only place it underground. Israel's case study Israel has a rich heritage in archaeology. It is however facing constant erosion by illegal excavators to meet a rising demand for these items. The antiquities authority in this country has an electronic database of more than 14,000 sites. Thousands of these sites have been eroded. The destruction has sparked a controversy in Israel between the government agencies and the traders. The authority demands a change of the law since it currently allows trading in antiquities. It has a strong belief that by outlawing this trading, the traders will be unable to operate within Israel and thefts within the archaeological sites will be stopped (Blum, 2008). The traders on the other hand maintain that by passing the law, this trade will continue but now underground as is the case in Jordan, Italy, Turkey, Egypt, Cyprus and Greece. The IAA established a Theft Prevention Unit in 1985 with a mandate to prevent theft from these sites and monitor the trading in these antiquities. It was granted the power to search arrest and carry out investigations for any commercial operations in the field. According to Ya'akovi, 144 people were caught illegally excavating on ancient sites in the year 1995. The IAA is also authorized to make decisions on who gets and who does not get the license to engage in this trade. Currently there are authorized dealers and their turnover adds to approximately five million dollars yearly. The Antiquities law of 1978 was very effective in nationalizing antiquities for their protection. Article 2(c) asserts that if an antiquity is found after the enforcement of this law, it will

'With reference to the serious case review, critically evaluate the Essay

'With reference to the serious case review, critically evaluate the failure of services in the case of Kyra Ishaq - Essay Example This report is based on making an assessment of failure of services in the case of Khyra Ishaq. The objective of the report is to highlight missed opportunities which could have resulted in better outcome and might have helped to save the life of Khyra Ishaq. The death of Khyra Ishaq was primarily suspected to be due to the failures of local services. The doctors across different activities were not in complete control of every fact as communication was hindered, misplaced or merely not commenced seriously. Any kind of significant decisions depend on individual services. In decision making, information sharing is a significant aspect and can determine the effectiveness of service provision. A significant number of neglected incidents related to the involvement by professionals have been observed in the death case of Khyra Ishaq (Macmillan Publishers Limited, 2012). The reason for such negligence was due to failure of proper administration to reach to the right divisions, failure to follow protection procedure and failure to undertake systematic evaluations to case closure, resulting in poor knowledge and information about the condition of Khyra Ishaq (Devon County Council, 2008). Domestic mistreatment is one of the vital aspects found in the death case of Khyra Ishaq. It was estimated that in 2010, about 200,000 children living in the households of the UK were characterised by high level of domestic mistreatment and violence (Radford, 2010). These issues were prevalent in the case of Khyra Ishaq. Reviewing the case of Khyra Ishaq reveals the fact that information regarding domestic mistreatment and violence was not understood or shared by respective social agencies. The evaluation of condition of Khyra Ishaq was not satisfactorily rigour and strict. Family and environmental issues and child-rearing capability components had received slight or limited regard from every department of

Social Work Domestic Violence

Social Work Domestic Violence Domestic violence: a brief critical analysis of impact and interventions built on a definitional, historical, and theoretical foundation. Introduction The introductory quotation by Desdemona expresses her fear of Othello’s rage (Shakespeare, 1604, cited in Meyersfeld, 2003) at the same time eloquently conveying the terror implicit in domestic violence and demonstrating that domestic violence is not a new phenomenon. Neither is domestic violence a rare occurrence. According to the British government, domestic violence affects millions of lives. The following statistics are quoted from the official government website (CrimeReduction.gov.uk, Domestic violence mini-site, 2005): one in four women and one in six men will be victims of domestic violence in their lifetime with women at greater risk of repeat victimisation and serious injury; 89 percent of those suffering four or more incidents are women; one incident of domestic violence is reported to the police every minute; on average, two women a week are killed by a current or former male partner; and domestic violence accounts for 16 percent of all violent crime. This essay will demonstrate that the issue of domestic violence is a complex one, much more complex than the term itself might convey. Indeed, domestic violence is complex in terms of its very definition, complex in terms of its theoretical explanations, complex in terms of gender relevance, complex in terms of its effects, and complex in terms of interventions to prevent and deal with its occurrence. The essay begins with a presentation and critique of various definitions for domestic violence, an exploration of the historical evolution of domestic violence as a societal concern, and a discussion and critique of theoretical explanations for domestic violence including consideration of the relevance of gender. This foundation will be used as a basis for exploring the impact of domestic violence upon its direct and indirect victims and the value and efficacy of the current resources, initiatives, and support networks used in combating domestic violence and assisting its victims. Final ly, concluding remarks will be presented. A Critique on Definitions of Domestic Violence Finding a generally-accepted definition for domestic violence proved to be an elusive endeavor. This may be because there is no consensus definition of the term (Laurence and Spalter-Roth, 1996; Contemporary Womens Issues Database, May 1996; Contemporary Womens Issues Database, July 1996). Each writer seems to define the term to fit his or her topic or agenda. For instance, Chez (1994, cited   in Gibson-Howell, 1996), in focusing on female victims of domestic violence, defines the term as â€Å"the repeated subjection of a woman to forceful physical, social, and psychological behavior to coerce her without regard to her rights.† Some definitions are basic and general: â€Å"a pattern of regularly occurring abuse and violence, or the threat of violence, in an intimate (though not necessarily cohabitating) relationship† (Gibson-Howell, 1996, citing Loring and Smith, 1994). Other definitions are comprehensive and specific (Manor, 1996; Neufield, 1996; Asian Pages, 1998; Josiah, 1998; Seattle Post-Intelligencer, 1999; Danis, 2003; Verkaik, 2003). The more comprehensive definitions, although phrased differently, typically possess the following common elements: a pattern of abusive behavior (as contrasted to a single event); the abusive behavior involves control, coercion, and/or power; the abusive behavior may be physical, sexual, emotional, psychological, and/or financial; and the victim of the abusive behavior is a cohabitating or non-cohabitating intimate partner or spouse. The British government has adopted one of the more expansive descriptions of domestic violence, one that includes all of the foregoing elements: â€Å"Any incident of threatening behaviour, violence or abuse (psychological, physical, sexual, financial or emotional) between adults who are or have been intimate partners or family members, regardless of gender or sexuality. Beyond the basic definition, the government furnishes further description of domestic violence as â€Å"a pattern of abusive and controlling behaviour† by which the abuser attempts to gain power over the victim. The government contends that domestic violence crosses age, gender, racial, sexuality, wealth, and geographical lines. (CrimeReduction.gov.uk, Domestic violence mini-site, 2005) Interestingly, the definition offered by the government expands the description to include other â€Å"family members† in addition to â€Å"intimate partners.† Historical Evolution of the Recognition of Domestic Violence as a Societal Concern The issue of domestic violence, particularly violence against female spouses, was a topic of societal concern dating from the first marriage law instituted by Romulus in 75 B.C. But the concern was not in preventing domestic violence; to the contrary; the concern was in support of â€Å"wife beating†Ã¢â‚¬â€legally and institutionally—a condition that existed through the early twentieth century. (Danis, 2003, citing Dobash and Dobash, 1979). English common law, until the late nineteenth century, â€Å"structured marriage to give a husband superiority over his wife in most aspects of the relationship.† This â€Å"sanctioned superiority† gave the husband the right to â€Å"command his wife’s obedience, and subject her to corporal punishment or ‘chastisement’ if she defied his authority.† (Tuerkheimer, 2004, citing Siegel, 1996) The beginning of the twentieth century witnessed the dismantling of laws specifically condoning control and violence; however, the laws were not replaced by codes that protected victims from abuse. Instead, â€Å"marital privacy† became the standard. Essentially, abuse was considered to be a family problem, not one in which society had an interest. (Turekheimer, 2004) Not until the feminist movement of the late 1960s and 1970s was public interest in domestic violence piqued (Danis, 2003, citing Schechter, 1982). With little public or private funding, feminist activists set up shelters for female victims of domestic violence. They also pressed for laws to punish offenders and promoted training of social workers and other professions to recognize domestic violence and treat its victims. (Contemporary Women’s Issues Database, May 1996). From these humble beginnings, over the last thirty-plus years, public awareness has been enhanced dramatically, increasing amounts of public and private funding have been allocated for shelters, domestic violence laws have been strengthened, and social workers and other professionals (e.g. school personnel, healthcare professionals, police officers) have been trained to recognize signs of, and provide treatment to those affected by, domestic violence. Today, in the early years of the new millennium, the way in which society views domestic violence is continuing to evolve. Physical abuse of wives was the initial focus of intervention initiatives. Drawing on research presented earlier, sexual, emotional, psychological, and financial abuse have been added to physical abuse as types of domestic violence. And, many definitions of victims of domestic violence now include, in addition to wives, husbands and domestic partners of the same or different sex. Increasingly, too, children in the domestic arrangement are being included as victims of domestic violence. Theoretical Explanations for Domestic Violence and the Relevance of Gender Just as there is a lack of consensus on a single definition for domestic violence, â€Å"there is no single recognized causal theory for domestic violence.† In the absence of a single theory, at least four theories are used to explain why domestic violence occurs: social exchange/deterrence, social learning, feminist, and the ecological framework. (Danis, 2003) These theories, with their relevance to domestic violence, will be presented and critiqued in this section. A discussion of the relevance of gender in domestic violence will close out the section. Under the social exchange theory, human interaction is driven by pursuing rewards and avoiding punishments and costs. (Danis, 2003, citing Blau, 1964). Gelles and Cornell (1985, 1990, cited in Danis, 2003) contend that domestic violence occurs when costs do not outweigh rewards. Costs in this context include the potential for defensive physical action by the victim, potential of being arrested and imprisoned, loss of personal status, and dissolution of the domestic arrangement. The social learning theory suggests that people learn to be violent by being immediately rewarded or punished after they commit violent behavior, through what is called reinforcement, and by watching the experiences of others, called modeling (Danis, 2003, citing Bandura, 1973). According to some experts, there is a correlation between people who witness abusive behavior in their earlier lives and those who commit domestic violence later. (Danis, 2003, citing O’Leary, 1987). According to feminist theory, domestic violence emanates from a â€Å"patriarchal† school system which assigns men the responsibility for controlling and managing female partners (Danis, 2003, citing Dobash and Dobash, 1979; Yllo, 1993). Under this theory, domestic violence is attributed to a flaw in societal structure rather than to any specific individual male pathology. Finally, the ecological framework theory, in contending that no single theory can be used in explaining or predicting domestic violence, proposes risk factors for domestic violence and interventions to address it at three levels—the micro level (e.g. batterer programs), the meso level (e.g. police and the courts), and the macro level (e.g. a coordinated community approach). (Danis, 2003, citing Crowell and Burgess, 1996; Chalk and King, 1998). Each of these four theories offers valuable insight into domestic violence. For instance, the social exchange theory offers a basis for law enforcement and prosecution of offenders; the social learning theory helps to explain why children who witness abuse sometimes grow up to be abusers themselves thereby providing rationale for corrective interventions to â€Å"unlearn† abusive behavior; and the feminist theory supports interventions targeted at helping batterers to reform and helping to empower victims. But none of these theories seems to provide a comprehensive foundation on which a comprehensive approach for dealing with the many causal and outcome dimensions of domestic violence can be built. The more integrated ecological framework theory, however, seems to furnish the needed basis for such a comprehensive approach. Now attention will turn to the topic of the relevance of gender in domestic violence. Historically, as mentioned earlier, wives were considered to be the only victims of domestic violence. Today, husbands as well as same- or different-sex non-married partners are considered to be victims as well (Cruz, 2003).   Although the statistics vary significantly (Leo, 1994), some indicating that the same number of men as women are victims of domestic violence (Leo, 1994; Simerman, 2002), most experts agree than women are most often the victims and, when they are victimized, the damage is usually more serious. The indication that women are most often victims has now gained official recognition. The British government contends that, although domestic violence is not restricted to a specific gender, â€Å"it consists mainly of violence by men against women.† (CrimeReduction.gov.uk, Domestic violence mini-site, 2005) The Potential Impact of Domestic Violence on Females, Mothers, and Children According to the Contemporary Women’s Issues Database (January 1996), â€Å"the most common victims (of domestic violence) are women and children.† With the acknowledgement that domestic violence affects men as well as women, the focus of the discussion in this section will be on the potential impact of domestic violence on females, generally, and on females in their role as mothers as well as on their children. Domestic violence against women can result in serious physical injuries, psychological trauma, and mental strain (Wha-soon, 1994). According to Wha-soon, physical injuries include â€Å"severe headaches, bruises, bone fractures, loss of eyesight, nervous paralysis, insomnia and indigestion,† and psychological trauma can include â€Å"anxiety, a sense of powerlessness, and a loss of self-respect and self-confidence.† Psychological effects can lead to suicide in some cases. Winkvist (2001) echoes these psychological effects and adds that battered women are also more likely to experience sexual and reproductive health disorders. Effects are not restricted to those that are physical and psychological in nature, however. Women can be financially impacted as well. Brown and Kenneym (1996) contend that women, in an effort to flee their attackers, may â€Å"give up financial security and their homes† in favor of safety. Mothers may experience additional negative effects from domestic violence. Starr (2001) contends that domestic violence against mothers â€Å"is associated with harmful implications for mental health and parenting, as well as for the offspring.† According to Starr, mothers who are in an environment of domestic violence suffer worse outcomes for themselves and for their children. Isaac (1997) suggests that abuse of mothers and children are linked, stating that from thirty to almost sixty percent of mothers reported for child abuse were themselves abused. Hewitt (2002) claims that ninety percent of occurrences of domestic violence are witnessed either directly or indirectly by children. Children can be affected in at least two ways by domestic violence. According to the British government, they can be traumatized by violence they witness against others in the relationship even when they are not the specific targets of the violence (CrimeReduction.gov.uk, Domestic violence mini-site, 2005). According to Hewitt (2002), children suffer low self-esteem, isolation, trauma, and homelessness that they may not manifest until later in life. They may also suffer from maladies such as worry, sadness, focus and concentration difficulties, forgetfulness, headaches and stomachaches, lying, and â€Å"poor impulse control,† according to Salisbury and Wichmann (2004). Importantly, there is also a strong correlation between domestic violence and child abuse, a point which reinforces Isaac’s position mentioned earlier (CrimeReduction.gov.uk, Domestic violence mini-site, 2005). Edleson (1999, cited in Spath, 2003) takes the same position in stating that â€Å"numerous research studies over the last several decades have reported a connection between domestic violence and child maltreatment within families.† And, finally, as mentioned earlier, the social learning theory would suggest that children who witness violence learn that violence is an acceptable way to settle disputes. Supporting this, Wha-soon (1994) writes that the â€Å"learning of violence causes a cycle of violence.† An Assessment of the Value and Efficacy of Domestic Violence Interventions Methods for dealing with domestic violence generally fall into three categories: prevention, protection, and justice (M2 Presswire, 1998). As the terms imply, prevention attempts to avert incidences of domestic violence through methods such as education and counseling; protection involves attempts to prevent further injury through methods such as removing victims from the situation and ordering offenders to stay away from their victims; and justice involves retribution against domestic violence offenders. The value and efficacy of prevention, protection, and justice methods used in dealing with domestic violence are difficult to measure. A reason for this was mentioned earlier: the lack of a consensus definition for domestic violence itself. (Contemporary Women’s Issues Database, May 1996). Nevertheless, there has been some attempt at measuring performance anecdotally. According to the Contemporary Women’s Issues Database (April 1993): â€Å"Currently, the two most common forms of social intervention are mechanisms that help her to leave (such as emergency shelters) and having him arrested†¦(but) neither of these interventions is ideal.† And, police and judicial interventions do not seem to fair much better as illustrated by the case of Samuel Gutierrez who killed his domestic partner, Kelly Gonzalez, in Chicago, Illinois in the United States after multiple beatings, arrests, and various court interventions (Hanna, 1998). That domestic violence still exists as such a serious social problem is probably the best evidence that current methods for preventing it, protecting its victims, and exacting justice on offenders are not working especially well. Perhaps the future will be brighter. Newer perspectives, such as that offered by the ecological framework theory, offer some hope. It seems that taking a comprehensive, integrated approach could potentially be substantially more effective as the various public and private components work together in a cooperative, synergistic arrangement with one goal—the welfare of the potential or actual victim. One expert even suggests that this combined public-private approach could be enhanced further by adding a third component—the family (nuclear family, extended family, intimate family, close relationships)—to the formal, integrated support arrangement (Kelly, 2004). Conclusion Public and private organizations continue to increase their attention to domestic violence. In the United Kindgom, The Domestic Violence, Crime and Victims Act 2004 furnishes greater authority to police and the courts in dealing with cases of domestic violence and in providing protection to victims. Aditionally, the British government’s recently issued national domestic violence action plan sets forth ambitious goals (CrimeReduction.gov.uk, Domestic Violence, 2005) quoted as follows: reduce the prevalence of domestic violence; increase the rate that domestic violence is reported; increase the rate of domestic violence offences that are brought to justice; ensure victims of domestic violence are adequately protected and supported nationwide; and reduce the number of domestic violence related homicides. Returning to the introductory quotation, had Shakespeare’s Desdemona been alive today, perhaps she would have some hope that she would not forever be in such great fear of Othello’s rage. References Asian Pages (1998) What is domestic violence? November 14, 1998. Bandura, A. (1973). Aggression: A social learning analysis. Englewood Cliffs, NJ: Prentice Hall. Cited in Danis, Fran S. (2003) The criminalization of domestic violence: What social workers need to know. Social Work, April 1, 2003. Blau, P. M. (1964). Exchange and power in social life. New York: John Wiley Sons. Danis, Fran S. (2003) The criminalization of domestic violence: What social workers need to know. Social Work, April 1, 2003. Brown, Karen R. and Kenneym, Catherine T. (1996) Report from the front lines: The impact of violence on poor women [Part 1 of 5]. Contemporary Womens Issues Database, January 1, 1996. Chalk, R., King, A. (1998). (Eds.). Violence in families: Assessing prevention and treatment programs. Washington, DC: National Research Council/National Academy of Sciences. Cited in Danis, Fran S. (2003) The criminalization of domestic violence: What social workers need to know. Social Work, April 1, 2003. Chez, N (1994) Helping the victim of domestic violence. American Nursing 1994;94(7):32-37. Cited in Cited in Gibson-Howell, Joan C. (1996) Domestic violence identification and referral. Journal of Dental Hygiene, March 1, 1996. Contemporary Women’s Issues Database (1996) Domestic and sexual violence data collection [Part 3 of 9], July 1, 1996. Contemporary Women’s Issues Database (1996) Measuring the costs of domestic violence against women and the cost-effectiveness of interventions [Part 1 of 6], May 1, 1996. Contemporary Women’s Issues Database (1993) Men beating women: Ending domestic violence—a qualitative and quantitative study of public attitudes on violence against women [Part 3 of 7], April 1, 1993. Contemporary Womens Issues Database (1996) You or someone you know may live in a home where domestic violence is a problem, January 1, 1996. CrimeReduction.gov.uk (2005), Domestic violence http://www.crimereduction.gov.uk/domesticviolence51.htm, April 4, 2005 [April 11, 2005]. CrimeReduction.gov.uk (2005), Domestic violence mini-site http://www.crimereduction.gov.uk/dv01.htm, April 4, 2005 [April 9, 2005]. Crowell, N. A., and Burgess, A. W. (1996). (Eds.). Understanding violence against women. Washington, DC: National Academy Press. Cited in Danis, Fran S. (2003) The criminalization of domestic violence: What social workers need to know. Social Work, April 1, 2003. Cruz, J. Michael (2003) Why doesnt he just leave? Gay male domestic violence and the reasons victims stay. The Journal of Mens Studies, March 22, 2003. Danis, Fran S. (2003) The criminalization of domestic violence: What social workers need to know. Social Work, April 1, 2003. Dobash, R. E., and Dobash, R. (1979). Violence against wives: A case against the patriarchy. New York: Free Press. Cited in Danis, Fran S. (2003) The criminalization of domestic violence: What social workers need to know. Social Work, April 1, 2003. Edleson, J. L. (1999). The overlap between child maltreatment and woman battering. Violence Against Women, 5(2), 134-154. Cited in Spath, Robin (2003) Child protection professionals identifying domestic violence indicators: implications for social work education. Journal of Social Work Education, September 22, 2003. Gelles, R. J., Cornell, C. P. (1985). Intimate violence in families. Newbury Park, CA: Sage Publications. Cited in Danis, Fran S. (2003) The criminalization of domestic violence: What social workers need to know. Social Work, April 1, 2003. Gelles, R. J., Cornell, C. P. (1990). Intimate violence in families (2nd ed.). Newbury Park, CA: Sage Publications. Cited in Danis, Fran S. (2003) The criminalization of domestic violence: What social workers need to know. Social Work, April 1, 2003. Gibson-Howell, Joan C. (1996) Domestic violence identification and referral. Journal of Dental Hygiene, March 1, 1996. Hanna, Cheryl (1998) The paradox of hope: the crime and punishment of domestic violence. William and Mary Law Review, May 1, 1998. Hewitt, Kim (2002), Silent victims of violence in home. The News Letter (Belfast, Northern Ireland), September 14, 2002. Isaac, Nancy E. (1997) Response to battered mothers in the pediatric emergency department: a call for an interdisciplinary approach to family violence. Pediatrics, February 1, 1997. Josiah, Ivy (1998) Education through radio. Contemporary Womens Issues Database, January 2, 1998. Kelly, Kristin A. (2004) Working together to stop domestic violence: state-community partnerships and the changing meaning of public and private. Journal of Sociology Social Welfare, March 1, 2004. Laurence, Louise and Spalter-Roth, Roberta (1996) Research-in-brief: Measuring the costs of domestic violence against women [Part 1 of 2] Contemporary Womens Issues Database, January 1, 1996. Leo, John (1994) Is it a war against women? U.S. News World Report, July 11, 1994. Loring, M. T. and Smith, R. W. (1994) Health care barriers and interventions for battered women. Public HealthReports 1994;109(3):322-329. Cited in Gibson-Howell, Joan C. (1996) Domestic violence identification and referral. Journal of Dental Hygiene, March 1, 1996. M2 Presswire (1998) Home Office: Prevention, protection and justice: A comprehensive approach to tackle domestic violence, June 16, 1998. Manor, John H. (1996) Helping abusers out of the domestic violence equation. Michigan Chronicle, January 30, 1996. Meyersfeld, Bonita C. (2003) Reconceptualizing domestic violence in international law. Albany Law Review, December 22, 2003. Neufield, Brenda (1996) SAFE questions: overcoming barriers to the detection of domestic violence. American Family Physician, June 1, 1996. OLeary, K. D. (1987). Physical aggression between spouses: A social learning theory perspective. In V. B. Van Hasselt, R. L. Morrison, A. S. Bellack, M. Hersen (Eds.), Handbook of family violence (pp. 31-55). New York: Plenum Press. Cited in Danis, Fran S. (2003) The criminalization of domestic violence: What social workers need to know. Social Work, April 1, 2003. Salisbury, Sarah and Wichmann, Lee Anne (2004), Seen or unseen, domestic violence traumatizes children. The Register-Guard, August 29, 2004. Schechter, S. (1982) Women and male violence: The visions and struggles of the battered womens movement. Boston: South End Press. Cited in Danis, Fran S. (2003) The criminalization of domestic violence: What social workers need to know. Social Work, April 1, 2003. Seattle Post-Intelligencer (1999) Domestic violence: Give us statistics we can work with. July 16, 1999. Shakespeare, William (1604), Othello act 5. sc. 2. Edited by Sanders, Norman. Cambridge University Press, 1984. Cited in Meyersfeld, Bonita C. (2003) Reconceptualizing domestic violence in international law. Albany Law Review, December 22, 2003. Siegel, Reva B. (1996), The rule of love: Wife beating as prerogative and privacy, 105 YALE L.J. 2117. Tuerkheimer, Deborah (2004), Recognizing and remedying the harm of battering: A call to criminalize domestic violence. Journal of Criminal Law and Criminology, June 22, 2004. Simerman, John (2002) Men, too, fall victim to abuse in big numbers. Knight Ridder/Tribune News Service, November 25, 2002. Spath, Robin (2003) Child protection professionals identifying domestic violence indicators: implications for social work education. Journal of Social Work Education, September 22, 2003. Starr, Raymond H., Jr. (2001) Type and timing of mothers victimization: effects on mother and children. Pediatrics, April 1, 2001. Tuerkheimer, Deborah (2004), Recognizing and remedying the harm of battering: A call to criminalize domestic violence. Journal of Criminal Law and Criminology, June 22, 2004. Verkaik, Robert (2003) One man in six `a victim of domestic violence. The Independent, September 24, 2003. Wha-soon, Byun (1994) A study on the prevention of and countermeasures against domestic violence [Part 1 of 2]. Contemporary Womens Issues Database, January 1, 1994. Winkvist, Anna (2001) Researching domestic violence against women: Methodological and ethical considerations. Studies in Family Planning, March 1, 2001. Yllo, K. A. (1993). Through a feminist lens: Gender, power, and violence. In R. J. Gelles D. R. Loseke (Eds.), Current controversies on family violence (pp. 47-62). Newbury Park, GA: Sage Publications. Cited in Danis, Fran S. (2003) The criminalization of domestic violence: What social workers need to know. Social Work, April 1, 2003.

Joseph Sheridan Le Fanu’s Carmilla: Bram Stoker’s Inspiration for Dracu

Joseph Sheridan Le Fanu’s Carmilla: Bram Stoker’s Inspiration for Dracula â€Å"3 May. Bistritz. Left Munich at 8:35 p.m.† Abraham Stoker in this unassuming way begins his Gothic masterpiece, Dracula (The Annotated Dracula 1). Dracula has been called ‘imaginative’ and ‘original.’ , and Harry Ludlam calls it â€Å"the product of his own vivid imagination and imaginative research† (Senf 41). However, the originality of Stoker's Dracula is in doubt. By a similarity in the setting, characters and plot, in Bram Stoker’s Gothic work Dracula and the posthumously published short story â€Å"Dracula’s Guest,† Stoker is shown to have used Joseph Sheridan Le Fanu’s classic, Gothic, short story, â€Å"Carmilla†, as the basis and inspiration for Bram Stoker’s vampiric masterpiece, Dracula. In 1897, Abraham Stoker published Dracula, a classic Gothic novel which continues to capture the hearts and imaginations of readers after nearly a century. The novel is written as a collection of journals, which are kept in a wide array of methods, letters and newspaper clippings. Dracula opens in Eastern Europe with a young solisitor named Jonathan Harker traveling to Transylvanian castle. The castle’s owner, Count Dracula, is cruel in the manner of great evil, and uses Harker to have himself safely ferried to England and its fertile hunting ground of London. Dracula soon becomes embroiled in the lives of a small group of friends who see him for the fiend that he is. These young people, aided by the aging Dr. Van Helsing vow to see Dracula destroyed, and they succeed in driving him out of England and back to his homeland. They follow hard upon and catch him just before he reaches the safety of his castle. Within sight of safety, Jonathan Harker and Quency Morris behea... ...cula: The Vampire and the Critics. Ed. Margaret L. Carter. Studies in Speculative Fiction 19. Ann Arbor: UMI, 1988. 231-45. Leatherdale, Clive. Dracula: The Novel and The Legend. Wellingborough: Aquarian, 1985. Le Fanu, James Sheridan. â€Å"Carmilla.† Vampires: Two Centuries of Great Vampire Stories. Ed. Alan Ryan. Garden City: Doubleday, 1987. Melton, J. Gordon. The Vampire Book: The Encyclopedia of the Undead. Detroit: Visible Ink, 1994. Senf, Carol A. Introduction. The Critical Response to Bram Stoker. Ed. Carol A. Senf. Westport: Greenwood, 1993. 1-41. Stoker, Bram. The Annotated Dracula. Ed. Leonard Wolf. New York: Ballantine, 1975. ---. â€Å"Dracula’s Guest.† Vampires: Two Centuries of Great Vampire Stories. Ed. Alan Ryan. Garden City: Doubleday, 1987. Roth, Phyllis A. Bram Stoker. Twayne’s English Authors Series 343. Boston: Twayne, 1982.

Shadow of a Doubt

Plot consists of â€Å"everything visibly and audibly present† shown on the screen which Is also known as mils-en-scene (Borrowed & Thompson, 2010, p. 80). This includes Endicott materials, such as a series of shots that are presented outside the narration (e. G a flashback) and also music, that does not affect the characters in the film as they cannot hear or see them. What is the benefit of making a distinction between story and plot? The distinction between story and plot occurs because the plot consists only of explicitly presented events.Off-screen activity Is not a part of the film's plot – this content belongs to the story alone. From this we can see hat explicitly presented events are common to both the story and the plot. However, plot can present Endicott material such as images and sound, can further assist the viewer in developing an understanding of the plot and therefore the story. For example, in Shadow of a Doubt the repeated images of a dance scene set to the Merry Widows Waltz, is neither heard nor seen by the characters in the film.It is intellect. This distinction gives us the tools to analysis what the narrative is doing with time, specifically order (chronology, flashbacks, flash forwards), duration (length f time) and the frequency (how often event Is revisited In the plot). What Is the relationship between the story and the plot in this film? What does the difference between them tell us? How are order, duration and frequency used in the narrative to manipulate time? In Shadow off Doubt the events are organized in chronological order.The story begins in Philadelphia and then travels to Santa Rosa where it remains for the duration of the film. The opening scene puts the viewer In the middle of the action but deliberately keeps them In the dark about the Vat' and Why of the scene. Information presented in the plot is deliberate to give the audience enough information to guess the beginning of the story. Only the Endicott mate rial, the images of the dancers are presented to us out of sequence. These images may be a flashback to uncle Charlie's life or they may be purely Endicott.The viewer is never told If there is any physical connection with these and Uncle Charlie, however the viewer can conclude that from the evidence presented that this Is where the most recent murder took place. The duration of the film Is separated Into three segments; the story duration, the plot duration and the screen duration. The duration for the story and the plot in Shadow of a Doubt are quite different. The story takes place over several months or possibly several years. There are a range of inferred events which the viewer never witnesses.The murders of the wealthy widows occur earlier in the story, before we first meet uncle Charlie; however they incrimination of Uncle Charlie by his niece. Out of this week, only portions are shown to make up the total screen duration which lasts 108 minutes. 2. Opening and Closing Scene s What expectations are set up in the opening scene of this film? How is character established? Shadow of a doubt opens with the credits rolling over a ballroom scene which will play an important role throughout the film.The audience is brought into the story Just as a series of events is initiated, to create interest. The audience expectations are set from the opening scenes. Whilst relaxing, Uncle Charlie is informed that two men are looking for him. Proving to be quick witted he gives them the slip, before arranging to leave town. At this point the audience expects that Uncle Charlie might have been wrongly accused of a crime and is being chased by police. Uncle Charlie, as a character, creates a rather smooth enigma to which the audience is drawn, making them hesitant to incriminate him.So far his main goal appears to be escaping the two men. The reaction from young Charlie and her family to her uncle coming to visit is very positive, setting the expectation that this visit is g oing to be a wonderful break from the humdrum everyday life. How are characters established in the opening scene? This opening scene establishes Uncle Charlie as an inscrutable character. He first appears lying in a rather Drachma like position on his bed in what can be described as lower-class surroundings. The appearance and bearing rather out of place with his working-class setting.The miss-en-scene adds to his mysterious enigma, particularly the lighting, with the shadows from the windows resembling prison bars. The discarded notes scattered on the floor and nightstand carries certain contempt for money whilst his violent reaction to the news that he is being followed, raises the question that he may belong to the criminal underworld. Young Charlie is introduced lying on her bed in the same manner; however her settings could not be more different. The camera shots of her house and suburb, place her in an upper middle class setting.The lighting is brighter and the quaint girlishn ess of the room's dcord implies a young innocent girl, lost in the world of wishful thinking. Her posture is more open and thoughtful, with her mind being rather taken with the idea of idealistic world that Uncle Charlie would help create. Her thoughts seem to mirror Uncle Charlie's when she shows contempt for money. Looking at the closing scene, how have the elements established in the opening scene been transformed into a new or different situation?The development of the characters from the opening scene is cleverly played with Uncle Charlie's figure developing from mysterious business man into a full blown murdering sociopath. This darker side of him is triggered through the actions of Young Charlie who, through a series of events, finds out the truth about her beloved uncle. Throughout the movie we see less and less from Uncle Charlie's point of view, narrowing his knowledge of occurring events. His dangerous side edges closer to the surface as he loses control over his persona. As Young Charlie dissolves the enigma around her uncle she realizes that her idealistic roll does not exist, as everyone has a dark side including her. This said it is easy to see that young Charlie and Uncle Charlie are portrayed as total opposites. The closing scene is an expansion on this with Uncle Charlie and Young Charlie ironically transformation is exceptionally clear in young Charlie from a naive, idealistic girl to a more sensible intelligent woman. 3. Range and Depth of Information How does narration function in terms of range and depth of information in your film?The narration of this film is arranged so that the plot implies the events that occurred t the beginning of the story. The range of knowledge given is mainly restricted to young Charlie and what she sees, hears and feels. This is done to engage the audience and to ensure they care about her, so a bigger impact is created when something happens to her. Some times the audience knows something before young Charlie, for example when Uncle Charlie gives her an engraved ring, the dance scene follows, leading the viewer to infer that it belonged to one of the dancing ladies, possibly murdered by Uncle Charlie.The film also goes into the depths of the characters psychological states. We learn that young Charlie does not want the truth about her uncle to come out because of the effect it might have on her mother. Also Uncle Charlie's mental state is linked back to a childhood accident, and leaves that audience wondering if it was the reason that he is a sociopath. In general do you consider the plot to be withholding information for the sake of curiosity or surprise, or supplying information in such a way as to increase suspense (or, perhaps, both)?In Shadow of a Doubt the plot both withholds information for the sake of curiosity and supplies certain information to increase suspense. For example, when Uncle Charlie rips out a newspaper article we do not see what it is that he is trying to hide. It is not until Charlie goes to the library that it is revealed to be about the Merry Widow Murderer's latest victim. This drawn-out event maintains the curiosity of the viewer by withholding information. The plot also supplies information to create suspense. The audience sees Uncle Charlie turning on the motor and taking the key of the car.Then when he sends Young Charlie to the garage and locks her in, we see her struggle to turn of the motor before succumbing to the fumes, whilst in the souse Uncle Charlie is delaying the departure of the family. To increase suspense, we do not see what is happening to young Charlie until she is rescued. Where does the film sit in terms of the continuum between unrestricted and restricted narration? The style of the film leans more towards restricted narration. Before Uncle Charlie arrives in Santa Rosa we get a few shots into his previous activity but the scenes concentrate particularly on the family and in particular young Charlie.At this point th e audience knows a bit more about her uncle than she does. For example, we suspect that he possibly being chased by the police but we do not know what they are investigating. Later Uncle Charlie hides a newspaper story but we do not see what it was about until young Charlie, curious about his odd behavior, finds it. Thereafter, the narration is restricted to young Charlie, limiting the audience to what she finds out. An exception to this is the garage scene where we see Uncle Charlie starting the car and taking the key, making the audience aware of the trap to create suspense.Where does the depth of story information sit in terms of the continuum teen objectivity and subjectivity? Shadow of a Doubt uses subjectivity with great affect concerning the depth of story information supplied. One particular scene is where the camera slowly zooms in on Uncle Charlie's face during his rant about greedy widows. The camera is positioned from young Charlie's point of view so we point Young Charl ie interjects off screen, at which Uncle Charlie turns and speaks straight into the camera. Hitchcock purpose here was to engage the audience's minds and emotions to further draw them to the story.Uncle Charlie is treated with objectivity to create a more intense enigma. We do not find out why he feels hatred towards rich widows, nor do we experience anything from his point of view. This objectivity is to encourage the viewers to side with young Charlie. 4. Causality How does causality (cause and effect) operate in two or three other scenes (besides the Opening and Closing scenes discussed earlier) in your film? The transformation of Charlie as she realizes her uncle is a sociopath, is initiated from the moment the detective tells her that Uncle Charlie may be a murderer. One of young Charlie's raids is noticing things no one else does.She notes Uncle Charlie's hiding of the news story and also the engagement inside the ring. Seemingly insignificant at the time, the ring links throu gh a series of scenes to determine the finale out come of the movie. Young Charlie's transformation from naive child in to knowledgeable women directly affects the motive of the narrative. This change begins and ends with the detective, Jack, who first plants the seeds of suspicion in her mind. Thinking through earlier events young Charlie concludes that all is not right with her uncle, therefore tenting a chain of events in motion.She finds the newspaper article and links it to the engagement on her ring convincing her that Uncle Charlie is the murderer. This leads to her outburst at her uncle, who, realizing he has been discovered, takes back the ring. He then threatens and attempts to kill his niece to hide his secret. After his second failed attempt at killing young Charlie, she retrieves the ring. In a clever shot by Hitchcock, young Charlie enters down a staircase as her uncle is making a toast. He stops, taken aback and the camera tracks in on the ring on young Charlie's fing er. Shadow of a Doubt Plot consists of â€Å"everything visibly and audibly present† shown on the screen which Is also known as mils-en-scene (Borrowed & Thompson, 2010, p. 80). This includes Endicott materials, such as a series of shots that are presented outside the narration (e. G a flashback) and also music, that does not affect the characters in the film as they cannot hear or see them. What is the benefit of making a distinction between story and plot? The distinction between story and plot occurs because the plot consists only of explicitly presented events.Off-screen activity Is not a part of the film's plot – this content belongs to the story alone. From this we can see hat explicitly presented events are common to both the story and the plot. However, plot can present Endicott material such as images and sound, can further assist the viewer in developing an understanding of the plot and therefore the story. For example, in Shadow of a Doubt the repeated images of a dance scene set to the Merry Widows Waltz, is neither heard nor seen by the characters in the film.It is intellect. This distinction gives us the tools to analysis what the narrative is doing with time, specifically order (chronology, flashbacks, flash forwards), duration (length f time) and the frequency (how often event Is revisited In the plot). What Is the relationship between the story and the plot in this film? What does the difference between them tell us? How are order, duration and frequency used in the narrative to manipulate time? In Shadow off Doubt the events are organized in chronological order.The story begins in Philadelphia and then travels to Santa Rosa where it remains for the duration of the film. The opening scene puts the viewer In the middle of the action but deliberately keeps them In the dark about the Vat' and Why of the scene. Information presented in the plot is deliberate to give the audience enough information to guess the beginning of the story. Only the Endicott mate rial, the images of the dancers are presented to us out of sequence. These images may be a flashback to uncle Charlie's life or they may be purely Endicott.The viewer is never told If there is any physical connection with these and Uncle Charlie, however the viewer can conclude that from the evidence presented that this Is where the most recent murder took place. The duration of the film Is separated Into three segments; the story duration, the plot duration and the screen duration. The duration for the story and the plot in Shadow of a Doubt are quite different. The story takes place over several months or possibly several years. There are a range of inferred events which the viewer never witnesses.The murders of the wealthy widows occur earlier in the story, before we first meet uncle Charlie; however they incrimination of Uncle Charlie by his niece. Out of this week, only portions are shown to make up the total screen duration which lasts 108 minutes. 2. Opening and Closing Scene s What expectations are set up in the opening scene of this film? How is character established? Shadow of a doubt opens with the credits rolling over a ballroom scene which will play an important role throughout the film.The audience is brought into the story Just as a series of events is initiated, to create interest. The audience expectations are set from the opening scenes. Whilst relaxing, Uncle Charlie is informed that two men are looking for him. Proving to be quick witted he gives them the slip, before arranging to leave town. At this point the audience expects that Uncle Charlie might have been wrongly accused of a crime and is being chased by police. Uncle Charlie, as a character, creates a rather smooth enigma to which the audience is drawn, making them hesitant to incriminate him.So far his main goal appears to be escaping the two men. The reaction from young Charlie and her family to her uncle coming to visit is very positive, setting the expectation that this visit is g oing to be a wonderful break from the humdrum everyday life. How are characters established in the opening scene? This opening scene establishes Uncle Charlie as an inscrutable character. He first appears lying in a rather Drachma like position on his bed in what can be described as lower-class surroundings. The appearance and bearing rather out of place with his working-class setting.The miss-en-scene adds to his mysterious enigma, particularly the lighting, with the shadows from the windows resembling prison bars. The discarded notes scattered on the floor and nightstand carries certain contempt for money whilst his violent reaction to the news that he is being followed, raises the question that he may belong to the criminal underworld. Young Charlie is introduced lying on her bed in the same manner; however her settings could not be more different. The camera shots of her house and suburb, place her in an upper middle class setting.The lighting is brighter and the quaint girlishn ess of the room's dcord implies a young innocent girl, lost in the world of wishful thinking. Her posture is more open and thoughtful, with her mind being rather taken with the idea of idealistic world that Uncle Charlie would help create. Her thoughts seem to mirror Uncle Charlie's when she shows contempt for money. Looking at the closing scene, how have the elements established in the opening scene been transformed into a new or different situation?The development of the characters from the opening scene is cleverly played with Uncle Charlie's figure developing from mysterious business man into a full blown murdering sociopath. This darker side of him is triggered through the actions of Young Charlie who, through a series of events, finds out the truth about her beloved uncle. Throughout the movie we see less and less from Uncle Charlie's point of view, narrowing his knowledge of occurring events. His dangerous side edges closer to the surface as he loses control over his persona. As Young Charlie dissolves the enigma around her uncle she realizes that her idealistic roll does not exist, as everyone has a dark side including her. This said it is easy to see that young Charlie and Uncle Charlie are portrayed as total opposites. The closing scene is an expansion on this with Uncle Charlie and Young Charlie ironically transformation is exceptionally clear in young Charlie from a naive, idealistic girl to a more sensible intelligent woman. 3. Range and Depth of Information How does narration function in terms of range and depth of information in your film?The narration of this film is arranged so that the plot implies the events that occurred t the beginning of the story. The range of knowledge given is mainly restricted to young Charlie and what she sees, hears and feels. This is done to engage the audience and to ensure they care about her, so a bigger impact is created when something happens to her. Some times the audience knows something before young Charlie, for example when Uncle Charlie gives her an engraved ring, the dance scene follows, leading the viewer to infer that it belonged to one of the dancing ladies, possibly murdered by Uncle Charlie.The film also goes into the depths of the characters psychological states. We learn that young Charlie does not want the truth about her uncle to come out because of the effect it might have on her mother. Also Uncle Charlie's mental state is linked back to a childhood accident, and leaves that audience wondering if it was the reason that he is a sociopath. In general do you consider the plot to be withholding information for the sake of curiosity or surprise, or supplying information in such a way as to increase suspense (or, perhaps, both)?In Shadow of a Doubt the plot both withholds information for the sake of curiosity and supplies certain information to increase suspense. For example, when Uncle Charlie rips out a newspaper article we do not see what it is that he is trying to hide. It is not until Charlie goes to the library that it is revealed to be about the Merry Widow Murderer's latest victim. This drawn-out event maintains the curiosity of the viewer by withholding information. The plot also supplies information to create suspense. The audience sees Uncle Charlie turning on the motor and taking the key of the car.Then when he sends Young Charlie to the garage and locks her in, we see her struggle to turn of the motor before succumbing to the fumes, whilst in the souse Uncle Charlie is delaying the departure of the family. To increase suspense, we do not see what is happening to young Charlie until she is rescued. Where does the film sit in terms of the continuum between unrestricted and restricted narration? The style of the film leans more towards restricted narration. Before Uncle Charlie arrives in Santa Rosa we get a few shots into his previous activity but the scenes concentrate particularly on the family and in particular young Charlie.At this point th e audience knows a bit more about her uncle than she does. For example, we suspect that he possibly being chased by the police but we do not know what they are investigating. Later Uncle Charlie hides a newspaper story but we do not see what it was about until young Charlie, curious about his odd behavior, finds it. Thereafter, the narration is restricted to young Charlie, limiting the audience to what she finds out. An exception to this is the garage scene where we see Uncle Charlie starting the car and taking the key, making the audience aware of the trap to create suspense.Where does the depth of story information sit in terms of the continuum teen objectivity and subjectivity? Shadow of a Doubt uses subjectivity with great affect concerning the depth of story information supplied. One particular scene is where the camera slowly zooms in on Uncle Charlie's face during his rant about greedy widows. The camera is positioned from young Charlie's point of view so we point Young Charl ie interjects off screen, at which Uncle Charlie turns and speaks straight into the camera. Hitchcock purpose here was to engage the audience's minds and emotions to further draw them to the story.Uncle Charlie is treated with objectivity to create a more intense enigma. We do not find out why he feels hatred towards rich widows, nor do we experience anything from his point of view. This objectivity is to encourage the viewers to side with young Charlie. 4. Causality How does causality (cause and effect) operate in two or three other scenes (besides the Opening and Closing scenes discussed earlier) in your film? The transformation of Charlie as she realizes her uncle is a sociopath, is initiated from the moment the detective tells her that Uncle Charlie may be a murderer. One of young Charlie's raids is noticing things no one else does.She notes Uncle Charlie's hiding of the news story and also the engagement inside the ring. Seemingly insignificant at the time, the ring links throu gh a series of scenes to determine the finale out come of the movie. Young Charlie's transformation from naive child in to knowledgeable women directly affects the motive of the narrative. This change begins and ends with the detective, Jack, who first plants the seeds of suspicion in her mind. Thinking through earlier events young Charlie concludes that all is not right with her uncle, therefore tenting a chain of events in motion.She finds the newspaper article and links it to the engagement on her ring convincing her that Uncle Charlie is the murderer. This leads to her outburst at her uncle, who, realizing he has been discovered, takes back the ring. He then threatens and attempts to kill his niece to hide his secret. After his second failed attempt at killing young Charlie, she retrieves the ring. In a clever shot by Hitchcock, young Charlie enters down a staircase as her uncle is making a toast. He stops, taken aback and the camera tracks in on the ring on young Charlie's fing er.