Nuclear Power and Testing Essay examples - 2337 Words

Nuclear Power and Testing With the development of nuclear power came a heavy moral debate between scientists and politicians. The government chose to protect its national security and engage in an â€Å"arms race,† rather than protecting its citizens. The nuclear testing between 1951-1962 exposed thousands of Utah, Arizona, and Nevada residents (â€Å"Downwinders†) to nuclear fallout, resulting in genetic defects, leukemia, and cancer in many of the fallout’s victims. In her 1992 book Refuge, Terry Tempest Williams claims she â€Å"cannot prove her mother, Diane Dixon Tempest, or [her] grandmothers, Lettie Romney Dixon and Kathryn Blackett Tempest, along with [her] aunts developed cancer from nuclear fallout in Utah ( Tempest 286,);† however,†¦show more content†¦With the looming fear of Germany and the Soviet Union, scientists continued to study and develop the Atomic Bomb. Nevertheless, at the end of World War II, a moral debate ensued between scientists and politicians. Many physicists felt that the atomic bomb secrets should be shared after Nagasaki and Hiroshima, however, politicians felt it necessary to continue in secrecy because of the fear of communism and the hysteria of McCarthyism rampant in the United States. Due to the moral dilemma and debate over the secrecy of the program many scientists resigned from the project. Nevertheless, in 1946, an Atomic Energy Commission (AEC) was formed that was to supervise the development of the A-bomb. The AEC, however, lied to the residents and claimed that there was no danger of exposure to radiation, and that the residents were out of the span of the fallout threshold (Ball, 19.) Little did the â€Å"Downwinders† know that this exposure would later lead to cases of illness and cancer. The atoms in the atomic bomb produce gamma-ray radiation which was the most hazardous manifestation of radiation, and was capable of penetrating human tissue (Fradkin, 23.) General Leslie R. Groves head of the Manhattan Project claimed that â€Å"radiation [was] a very pleasant way to die (Ball, 8.)† 10% of the materials that are irradiated after the bomb explosion attach themselves toShow MoreRelatedWhat’s the purpose of testing nuclear power in India?2001 Words   |  9 PagesIntroduction What’s the purpose of testing military nuclear power? It is true that most of nations may not be able to understand the purpose of it because there are some risks if the testing is conducted. For example, if nation tested nuclear devices, nation may be criticised from other nations due to danger of nuclear power. However, even though the testing is risky, some nations may decide to test nuclear power for some reasons in order to justify the testing. The case in India is no longer exceptionRead MoreUnited States Ratification Of The Comprehensive Nuclear Test Ban Treaty1120 Words   |  5 PagesComprehensive Nuclear Test Ban Treaty Purpose The purpose of the proposed research is to determine how technological, international, and domestic developments in the last 20 years could affect future ratification of the Comprehensive Nuclear Test Ban Treaty (CTBT) by the United States Senate. Relevance The instrument of nuclear deterrence has been the primary reason that no full scale war between major world powers has taken place since WWII. Ensuring the credibility of the United States nuclear arsenalRead MoreEssay on Nuclear Weapons946 Words   |  4 Pages Nuclear Weapons nbsp;nbsp;nbsp;nbsp;nbsp;A Nuclear weapon is any weapon that gets its destructive power from the transformation of matter in atoms into energy. They include missiles, bombs, artillery shells, mines and torpedoes. Another name for nuclear weapons are Atomic bombs or Hydrogen bombs. The United States was the first country to ever use a Nuclear weapon in battle against Japan. nbsp;nbsp;nbsp;nbsp;nbsp;The major arguments for a test ban was first proposed in the 1950ÕsRead MoreKim Jon II Seeking to Expand Nuclear Proliferation1533 Words   |  7 PagesSeeking to Expand Nuclear Proliferation. After the passing of Kim Jon II in December of 2011 and sanctions placed against North Korea, there is mounting evidence his son, Kim Jong-un is continuing where his father left off with North Korea’s nuclear proliferation. Kim Jon-un and his regime have possibly not only reopened nuclear facilities, but are currently expanding nuclear and missile sites. There is also evidence he and his regime are doing nuclear and long range missile testing. North Korea andRead More Nuclear Weopons testing Essay1586 Words   |  7 Pagesthat would assure destruction of enemies, the world super powers of this century have created a legacy that could presumably destroy the entire world as we know it (Schull 6). During the course of the last fifty years, nuclear weapons have continually become an increasingly detrimental threat to our own health and environment. Consequently, laws have been proposed and bills have been signed to end this senseless build-up of arsenal and testing of havoc-caus ing atomic was instruments. Unfortunately,Read MoreInternational Affairs During The Cold War1733 Words   |  7 Pages In this scenario, the Iranians have effectively tested a nuclear warhead and are exerting a great effort to construct an intercontinental weapons system that has the ability to reach the U.S.’ east coast.1 These actions are clearly intolerable and action must be addressed straightaway. As a member of the National Security Team, I am convinced that world opinion would strongly be in favor of ensuring Iran does not further their nuclear weapon development aspiration. Nevertheless, it is vitalRead MoreIs It The Limits Of Knowledge? Essay1714 Words   |  7 PagesLimits of Knowledge Throughout the course of history, scientific discoveries have led to the birth of new knowledge. Humanity’s increase in knowledge has helped to achieve new heights of understanding in a variety of fields such as medicine, nuclear power, and nuclear weapons. While some of these achievements in science can generate much prosperity, some technology has created significant amounts of controversy. The Honors 2400 class entitled The Chernobyl Incident has granted me over the course of theRead MoreIndias Nuclear Activity between 1968 and 19981618 Words   |  6 Pageseconomic power or nuclear weapons are allowed.’ I said to him, ’it is very difficult to achieve economic wealth’.† This was said by I.K Gujral, the Indian Prime Minister at the time during a U.N general meeting in 1997. The context and focus of this essay will be India’s nuclear activity between 1968 up until the Pohkran-II tests in 1998. The background element shows that, in 1968, India wanted to protect its own right of experimenting with nuclear weapons by not signing the NPT (nuclear Non-ProliferationRead MoreThe Physics Concepts And Principles Behind Nuclear Fusion1458 Words   |  6 Pagesprinciples behind nuclear Fusion, the advantages and disadvantages of fusion and whether nuclear fusion could be used in New Zealand. Also, this report outlines the comparison between Fusion and Fission. A fusion is when a reaction in light nuclei combines to form a nucleus with greater mass. Fusion can take place only under extremely high temperature conditions. Another name for this process is thermonuclear reaction. The process of nuclear fusion is important to the future of power production inRead MoreThe Arms Race and How it Changed the United States of America1415 Words   |  6 PagesSoviet Union (Rudolph 1). Unsurprisingly, the Soviet Union was similarly upset at the United States. This anger is what fueled the arms race. During the Cold War, due to fears of nuclear attack, the US and Soviet Union designed and deployed thousands of nuclear warheads, each hoping to deter the other from nuclear launch with threat of counter attack (O’Neal 1). This massive arms buildup, however, had many negative effects on the US. To recognize the impact that the arms race continues to have

No Ordinary Sun Rain by Hone Tuwhare Essay - 746 Words

Essay Question: Discuss the ways in which symbols and figurative language (imagery) are used to develop themes in at least two poems you have studied. *No Ordinary Sun amp; Rain, by Hone Tuwhare* Hone Tuwhare uses symbols and figurative language to develop themes in his poetry. Tuwhare’s strength is his ability to use effective imagery and symbols to develop persistent ideas that, in the poetry I studied this year, relate to the purity and beauty of natural things. Rain, an apostrophe to a â€Å"rain god†, and No Ordinary Sun, another apostrophe to a tree and Tuwhare’s protest against nuclear weapons, reflect ideas about nature that are persistent in many of Tuwhare’s works. In No Ordinary Sun, a tree is a symbol for nature. The tree will†¦show more content†¦But most importantly, the tree is used as a symbol to develop the theme of the effects of nuclear weapons because the tree characterizes ideals such as strength and purity and by showing how the tree fails to fight the â€Å"the bright enhaloed cloud†, the effects are further emphasized. Tuwhare’s word choice is also significant in creating images that further develop the ideas of the beauty of nature and the troubling effects of nuclear disaster. For example, he describes natural forces that the tree had to endure as a â€Å"gallant monsoon’s flash† or a â€Å"dashing trade wind’s blast. Gallant and dashing are adjectives typically associated with noble men of society, thus the imagery signifies Tuwhare’s intention to further develop his themes. In the final stanza of the five-stanza poem, Tuwhare uses are barrage of adjectives to illustrate the final effects of the nuclear bomb. Tuwhare’s appeal to the tree, â€Å"O tree / in the shadowless mountains / the white plains and / the drab sea floor / your end at last is written†, create imagery of a lifeless earth, clouded by â€Å"polluted skies†, that develops his protest against nuclear warfare, and reiterates the notions of the purity of nature. In Rain, the theme of the purity of rain, a symbol for nature, is developed by linking sensuous imagery to the purity evoked by rain. Symbolism is not an important feature of Rain. Tuwhare is more simplistic in his

Romantic period Essay Example For Students

Romantic period Essay Compare and analyse the poems of Keats (Ode to Autumn, Ode to a Nightingale) and Wordsworth (The Prelude ), with reference to the social, historical or literary background of the Romantic period.  The poems of Keats and Wordsworth are vastly different, and they perceive things in different ways, but it is possible to pick out some similarities in their poems. This essay will compare the poems Ode to a Nightingale, Ode to Autumn (John Keats) and an extract from The Prelude (William Wordsworth) and find a selection of similarities and differences between the two poets works. Keats and Wordsworths poems are about nature, but they perceive nature from different perspectives. Keats Ode to Autumn personifies an aspect of nature: the season autumn (may find thee sitting careless on the granary floor, thy hair soft lifted, or on a half-reapd furrow sound asleep,, steady thy laden head, thou watchest the last oozings), and makes autumn seem much more than an intangible season. He also describes autumn as a bosom-friend, which shows that he sees nature as a force of goodness. Wordsworth, however, depicts a part of nature as a menacing thing, a huge peak, black and huge. The repetition of huge emphasises the size of the mountain, which is a common metaphor for an obstacle in the poets life. He uses a lot of dark imagery to convey this depiction, referring to the mountain as a grim shape that towered up between me and the stars and was huge and mighty. In Ode to a Nightingale, Keats again implies that nature is good. The nightingale, which represents a part of nature, is considered a friend by Keats (Darkling I listen, I have been half in love with easeful death, And with thee fade away into the forest dim) in spite of the fact that it also represents death. Because Wordsworths poem is in the past tense, and background knowledge tells us that The Prelude is an autobiographical account of Wordsworths childhood, it could be that Wordsworth encountered some sort of problem in his early life that set him back (as the narrator of the poem was forced to turn his boat around and return to the shore.) This would explain the dark tone of the poem. In fact, both Ode to a Nightingale and The Prelude are very dark, melancholic poems. In Ode to a Nightingale, the birds song forces Keats to reflect on his own mortality (Thou wast not born for death, immortal Bird! No hungry generations tread thee down ;) He realises that though his poetry grants him escape from his pain for a short while (for I will fly to thee, not charioted by Bacchus and his pards, but on the viewless wings of Poesy ), he cannot escape completely from his unhappiness (Folorn! the very word is like a bell to toll me back from thee to my sole self!) Keats and Wordsworth have very different styles. Wordworth is less traditional in his language. His poem does not contain any of the old language embellishments (e.g. st or th on the end of words) or pronunciations (e.g. thee or thou). However, this lack of traditional English does not detract from the vivid scenes imaged in the poem, such as the elfin pinnace of the horizons utmost boundary, and the silent lake and huge peak. The simple language used to convey these images represent natures starkness and simplicity, and embellishments to the language are not needed to bring home such a powerful image. Keats uses more traditional poetic language for his poetry, full of embellishments and old pronunciation. The titles of the two poems under analysis suggest this, as an ode is an elaborate lyric poem which addresses someone or something in sincere and dignified language .u230b3c3ea8028cc038d2a39d8c349a47 , .u230b3c3ea8028cc038d2a39d8c349a47 .postImageUrl , .u230b3c3ea8028cc038d2a39d8c349a47 .centered-text-area { min-height: 80px; position: relative; } .u230b3c3ea8028cc038d2a39d8c349a47 , .u230b3c3ea8028cc038d2a39d8c349a47:hover , .u230b3c3ea8028cc038d2a39d8c349a47:visited , .u230b3c3ea8028cc038d2a39d8c349a47:active { border:0!important; } .u230b3c3ea8028cc038d2a39d8c349a47 .clearfix:after { content: ""; display: table; clear: both; } .u230b3c3ea8028cc038d2a39d8c349a47 { 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; } .u230b3c3ea8028cc038d2a39d8c349a47:active , .u230b3c3ea8028cc038d2a39d8c349a47:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u230b3c3ea8028cc038d2a39d8c349a47 .centered-text-area { width: 100%; position: relative ; } .u230b3c3ea8028cc038d2a39d8c349a47 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u230b3c3ea8028cc038d2a39d8c349a47 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u230b3c3ea8028cc038d2a39d8c349a47 .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; } .u230b3c3ea8028cc038d2a39d8c349a47:hover .ctaButton { background-color: #34495E!important; } .u230b3c3ea8028cc038d2a39d8c349a47 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u230b3c3ea8028cc038d2a39d8c349a47 .u230b3c3ea8028cc038d2a39d8c349a47-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u230b3c3ea8028cc038d2a39d8c349a47:after { content: ""; display: block; clear: both; } READ: Music Of Romantic Period Essay This flowery language increases the power of his poetry, rather than detracting from it as it would have done if it had been used in The Prelude, because Autumn is a season with lots of embellishments (e.g. leaves dying, weather getting colder), and nightingales embellish their songs with trills and harmonies. Keats poems rhyme, unlike Wordsworths blank verse (which does not rhyme, but rigidly follows the iambic pentameter rule throughout), but it does not follow the most often used form of rhyming a.b.a.b. all the way through. Instead, Keats follows the pattern a.b.a.b.c.d.e.d.c.c.e in Ode to Autumn and a.b.a.b.c.d.e.c.d.e. in Ode to a Nightingale. His verses contain a lot of enjambment (one line running onto the next), and his choice of diction adds to the slow pace of the poem (Keats uses certain words to great effect in Ode to Autumn. Drawn-out words such as fruitfulness, bless, mourn and bourn heighten the drowsy mood of the poem and cause the reader to feel the same. He also uses this technique in Ode to a Nightingale with phrases such as numbness pains, dull opiate to the drains, thine happiness, shadows numberless and full throated ease.) However, though the pace of the poems is slow, the enjambment and the descriptions make the verses themselves seem fast with lots of things happening in each part, e.g. Then in a wailful choir the small gnats mourn Gnats are tiny things, and to make a choir there must be hundreds of them. This implies a lot of action, yet the drawnout words wailful and mourn make the actual line a slow paced one. Wordsworths The Prelude is much more sedate. Though this poem also contains enjambment, the lines are broken with commas and colons. Because the poem is in the past tense, (pushed from the shore) it seems more distant to the reader than Keats poems, which are very much of the moment and draw in the reader by asking them questions (Who hath not seen thee oft amid thy store?, Where are the songs of Spring? Do I wake sleep? ) . The autobiographical aspects of The Prelude make the scenes described by Wordsworth appear to the reader as if it had been reflected upon. This shows that The Prelude is an opinionated piece of writing that expresses Wordsworths opinion and feelings on the events that have happened. Keats Ode to a Nightingale is almost like an interior monologue (a stream of consciousness in the first person, expressing thoughts and ideas) of Keats feelings and mental images as he listens to the nightingales song. It does not pause for reflection, but carries on to the end.

Text Analysis of Hamlet and Man on Fire free essay sample

Over time Hamlet transfigures from a highly emotional state to a temperament which is extremely methodical and emotionally stale. This mentality leads to a course of self-imposed blockades that ultimately result in the deferment of his revenge. Creasy, contrastingly, begins in an emotionless and detached state, a facade consolidated through his apparent want to die. However, this icy stature is chiseled away by Peta when he is assigned as her bodyguard. Upon Peta’s kidnapping Creasy is enraged, with reason exchanged for an intense and tremendously emotional approach for revenge. Hamlet’s first soliloquy clearly exhibits the magnitude to which his emotions have informed and consumed his thoughts. Even before knowing the reasons behind his state, it is established that Hamlet has a wish to die, a point pushed by the expression of ‘too too solid’ in the opening sentence. This repetition of ‘too’ expresses Hamlet’s dismay at his own permanency, an idea consolidated in the following line with the words ‘thaw’, ‘resolve’ and ‘dew’ contrasting to make a depiction of evanescence. We will write a custom essay sample on Text Analysis of Hamlet and Man on Fire or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This remarks that he does not wish to live long . Hamlet also shares a rather resentful view of the world and this is represented through the use of decay imagery. When Hamlet depicts ‘how weary, stale, flat and unprofitable’ the world appears to be he wholeheartedly believes that there is no worth in the world and that it possesses things only ‘rank and gross in nature’. Additionally, the use of caesurae in the sentence indicates, in its very nature, the desultory state of Hamlet. Dislocated sentence structure is also an indicative part of enforcing his wildly emotional state. Constant and erratic leaps between ideas in the mind of Hamlet lets us know that he is not thinking methodically or in a way that would be considered steady. This concoction of chopping and changing ideas is easily displayed where Hamlet says ‘like Niobe, all tears: why she, even she—O, God! ’ This depicts how he redirects his thoughts as seemingly new ideas come to mind and this thus adds to the knowledge of Hamlet’s emotionally unpredictable frame of mind. In contrast, Creasy projects a completely different mental picture at the beginning of Man on Fire. He appears as a character that is very much in his right mind and objective of his emotions. This kind of emotionless facade is furthermore evident in Creasy’s unsociable stance when in the presence of Peta. An example of this comes when Peta asks Creasy whether or not he was scared of her to which he provides a very short, blunt reply of ‘I used to be. At first. But not anymore. ’ This dialogue also indicates that Creasy may have social difficulties and by extension is lost in ways of approaching people or at least those he is not familiar with. An obvious inference of this lack of communication is that Creasy is lonely and quite dejected. A view of the world as being hopeless is also taken up by the character and evident when Peta says that ‘there are some good things in the world’ and Creasy replies ‘Oh yeah, like what. ’ In this way the characters of Hamlet and Creasy are similar – sharing a correlating perspective in which the world is of no prospect. An amalgamation of all these elements lead to an inevitable emotional trough for Creasy; in which he falls into total despondency. This state is characterized through the song ‘Blue Bayou’ which Creasy plays while drinking in the night. In this scene he becomes suicidal as he is assaulted by images and thoughts from which he cannot escape; leading the song to becoming fragmented pieces of non-diagetic sound. This fragmentation and seeming discord is emphasized by Scott who employs a magnitude of frantic panning and rapid cut shots in order to display the breakdown in Creasy’s mental state. When the scene nears its end, Creasy attempts to take his life with a gun that inevitably fails to deliver the life ending bullet. At this point, a non-diagetic and mellow piano starts that indicates a kind of relief to the perplexity of the previous moments. The contemplation of suicide is comparatively explored by Hamlet in the third act. Here, he questions, quite simplistically, his existence with ‘to be, or not to be. ’ From this point, Hamlet appears to ponder reasons for living or ying by asking whether it is ‘nobler in the mind to suffer the slings and arrows of outrageous fortune, or to take arms against a sea of troubles. ’ This analysis indicates that Hamlet has devolved from his highly emotional state to a temperament that is extremely methodical in nature, even when considering the ending of his own life. The use of the word ‘thus’ also indicates a fluent transition from one idea to another. Throughout the soliloquy Hamlet appears to be in search of reasons not to die rather than does that consolidate suicide. The most prominent idea being the ‘dread of something after death’. Evidence of this is most prominent when Hamlet states ‘ to die, to sleep;†¦for in that sleep of death what dreams may come’. This indicates fully his fear of life after death and perhaps a kind of retribution for his sins or that of which he will commit in ways of exacting revenge on Claudius. The analytical disposition assumed by Hamlet and his inherent rejection of passion ultimately leads to his downfall and thus, this is his tragic flaw. In contrast to this, Creasy establishes a strong bond of friendship with Peta and, in the wake of her kidnapping, transforms himself into an unstoppable and passionate force for revenge. The most evidential dialogue for this newly ignited passion comes when Creasy says ‘I’m gonna kill ‘em. Anyone that was involved. Anybody who profited from it. Anybody who opens their eyes at me. ’ These short sentences are indicative of his straight-to-the-point nature and disregard for excessive analytical thinking. Additionally, Tony Scott settles his use of cut shots and selects longer scenes to focus on Creasy’s intent for revenge and the fact that no external forces will impede his pursuit. Subtitles are also employed by Scott to emphasize certain key aspects of scenes and additional bolding of words within the subtitles makes features prominent still further. In all, Creasy’s heightened passion to rescue Peta leads to his downfall and this can be acknowledged as his tragic flaw. In conclusion, Creasy and Hamlet are two contradictory characters in terms of their mindsets over the course of their respective texts. Creasy in Man on Fire evolves for an icy, stale and emotionally objective state to a mentality of passion and purpose. A variety of cinematic techniques are employed to depict both demeanors of Creasy including cut shots, subtitles and diagetic and non-diagetic sound. Hamlet, alternatively, begins in a consumed state of passion that declines to a methodical manner involving enormous analytical evaluation. The final state of both characters are inevitably their tragic flaws and equally lead to their demise -fulfilling their roles as tragic heroes.

Work and the City Essay Example

Work and the City Essay Example Work and the City Essay Work and the City Essay In the â€Å"Allegory of California† and â€Å"Construction†, both artworks both graphically symbolized the condition of workers in the industrialized period but situated in two different locations, a rural place in a powerful first world country and a city at a developing nation. Mexican painter Diego Rivera’s mural represented the California landscape in which illustrated a workplace that connected the agricultural side with the advancements of technology. Rivera made a â€Å"positive view of the hybridization of the mechanical and the organic, of culture and nature† (Sackman 3). Meanwhile, Brazilian photographer Sebastiao Salgado’s photograph depicted a seemingly captured moment of a construction worker gazing at the beauty of the city at the expense of his own safety by merely hanging on unstable bars of steels without any safety precautions. According to Salgado, â€Å"photography is the simultaneous recognition, in a fraction of a second, of the significance of an event as well as of a precise organization of forms which give that event its proper expression† (cited in Ritchin, â€Å"The Lyric Documentarian†). Rivera showed the condition of workers during the 1930s while Salgado displayed the status of workers in the 1990s. The â€Å"Allegory of California† manifested the several types of work that were prevalent during that time. It showed farmers farming their crops, miners mining for gold, engineers creating new technologies and scientists conducting studies. The only endangerment that was demonstrated was the effects of technological advancements to nature and human workforce. The rise of the machines can destroy the beauty and richness of the beauty of nature and it can also replace the capabilities of human in terms of providing essential products and services. On the other hand, the â€Å"Construction† by Salgado showed a more evident form of danger for a worker. Thy physical aspect of the work environment illustrated the work hazard of the place because of the absence of precautionary safety elements such as safety harness, protective clothing, warning signs and other s. More so, the hanging position of the worker indicated the possibility or the imminent threat of falling hundreds of feet to the ground. This construction site at Rasuna complex of apartment and office buildings in the commercial and financial district of Kuningan in Indonesia showed the neglect of most employers over the safety of their workers. The mural of â€Å"  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   â€Å"Allegory of California† was created by Rivera to remind the upper class that the resources that they have consumed and enjoyed were products of hard arduous labor of farmers and workers.   Rivera’s representation of the workforce emphasized their importance in the development of a society. However, through the combination of the â€Å"the labor of workers, the power of technology and, ultimately, the fertility of the earth,† the condition of social inequality is upheld and the commoditization of resources is actuated (Sackman 10). The images represented a stratified society wherein workers are at the bottom or middle level of the pyramid who do all the laborious works in order to provide for other members of the society. Meanwhile, the photograph of Salgado symbolized an unsung hero who performs his duties at the expense of risking his own life for monetary rewards. This scenario showed how countries like Indonesia, a developing country, have disregarded the condition of their labor force in order to minimize the cost of their project. Salgado in most of his photographs had demonstrated a very creative and subtle form of social conscience (Wald 4). Salgado makes sure that every image that he takes; he captures the essence of that image â€Å"including culture and the internal resources that allow for self-determination,† in which promotes compassion and awareness for the viewers† (cited in Ritchin, â€Å"The Lyric Documentarian†). Moreover, a mural compared to a photograph, I think that a photograph is more powerful and persuasive than a mural or a painting because in photographs reality is captured without any enhancements or alterations. Paintings and murals are artist’s outputs based on his understanding and perspective about the subject matter. A subject can either exaggerate or downplay depending on the artist’s mood or thinking. But photographs, particularly Salgado’s works, are â€Å"confined to the moment by the mechanics of the camera, which are drawn less to celebrating and taming an instant’s arbitrariness, their   material manifestations, but more to articulating their eternity, their ephemeral profundity, and to locating a mythic, entwining presence (cited in Ritchin, â€Å"The Lyric Documentarian†).

Compare the different film versions of Romeo and Juliet Essays

Compare the different film versions of Romeo and Juliet Essays Compare the different film versions of Romeo and Juliet Paper Compare the different film versions of Romeo and Juliet Paper Essay Topic: Romeo and Juliet Shakespeares Romeo and Juliet have been adapted in many different ways by different people. Romeo and Juliet is a film that gripped the world, no matter what age or what language you spoke. Many directors from around the world made there own version of the film in many different languages. In this essay I will compare the different version of the love story. The versions that I will compare are Baz Luhrmanns, Zeffirellis and West Side Story directed by Jerome Robbins and Robert Wise. Baz Luhrmanns (1996), Franco Zeffirellis (1968) and West Side Story have quite a lot in common but also a few differences at the same time. The similarities and differences varied through language dialects, clothing, weaponry, and the impressions different people had from different parts of Shakespeares original story. The Zeferelli version and the original play by William Shakespeare show some variations between storylines. There are also far smaller differences between extremely similar stories with the single huge difference of modernisation, as seen between the Luhrman version of Romeo and Juliet, as well as the play. The original Romeo and Juliet was set around the time when the play was written, and was not written to become one of the greatest plays of all time. Instead, the goal was more toward making a popular play that could make some money, be funny, and evoke a huge amount of feeling. This story focused around the love of Romeo and Juliet that they had during the time of the renaissance. The love shown in this play is known to be immortal, but many aspects of the play are from the time that they were made. An example of this is the language of this play, which is old English (Shakespearean). Also, another aspect that comes from the time the play was made was the clothing, which is exactly as the styles were in the Middle Ages. And a third example is the use of swords in the battle. The Zeferelli version of Romeo and Juliet was very similar to the play, because the dress, language, and weaponry were all the same. The only major difference between these two versions was the interpretation of a few events, such as the battle between Tybalt and Mercutio. In this battle, Tybalt was seen as merely fooling around, instead of in an angry rage as the play displayed. Even though the Luhrman version of Romeo and Juliet had essentially the same lines and storyline as the play, although a few lines were edited out, and there were many other substantial differences. First, this movie was set during the modern day, with everything except the language modernised and has the MTV generation feel to it. Next, the movie was about two major gangs battling against on another, while the play focused around two relatively normal aristocratic families from their time. Also, another difference between the two versions is the weaponry. In Luhrmans version of Romeo and Juliet, 9mm swords, which is a gun instead of the actual swords that were used in the play. Although these two plays were quite different, there was another movie, A West Side Story, which was more similar to the original play. A West Side Story is quite similar to the story of Romeo and Juliet. In A West Side Story, two gangs are feuding during modern times. Both gangs are fighting over a piece of territory. Also, two people from separate gangs fall in love, and one of them dies. Each of these events occurs in Romeo and Juliet in at least one of the versions, demonstrating the incredible similarity between these stories. Each version of Romeo and Juliet, as well as A West Side Story, had many similarities and differences as I have shown. Although they were all quite similar, each was unique in at least one way. The Zeferelli version showed the battle between Tybalt and Mercutio as friendly, unlike the other versions. Two examples of uniqueness in A West Side Story were that one of the two lovers survived, and the feud was between white Americans and Puerto Ricans. The original play was unique due to the fact that this was the first version upon which all other versions were based. The Luhrman version was unique due to the fact that this movie was the most modern and fast paced of all the stories, and is the one that related to us the most closely due to how modern the storyline was. The original themes in each of these both similar but terrific stories are comparable, although varied enough to make each one valuable.

Understanding Students with Hearing Loss Research Paper

Understanding Students with Hearing Loss - Research Paper Example This paper deals with the said issue, teaching and learning relationship when the student has the problem of hearing. Understanding Hearing Loss Before hearing loss is explained, a brief introduction to the process of hearing is very important in the context of this research. The listening of a sound can be described in two basic notations, one being audition on the other being vibration. Audition is the hearing process; whereas; vibration is the interpretation of pattern, of air molecules on the ear drum. Sound itself can be divided into two parts. The first one is the frequency on the sound and the second one is its loudness. Being deaf means unable to hear any kind of a sound but this is not the only form of hearing disability. Hearing disability can be broker down into two main parts. One is deaf, which means that the person has a hearing loss of 70-90 dB and cannot hear with any kind of amplification. The second part is the person who has loss of hearing in the range of 20-70 dB but can hear with use of amplification devices. Both there forms of hearing disability can cause great stress in every-day life of a human as well as being the sole reason for slow learning of this person. The report looks into the methods of overcoming this disability and making these students in a classroom attain good grades and live a normal life (Ann, 1995). Communication between teachers and students on the same frequency is the only secret for the success of the teacher-student relationship, be it a normal one or one in which the student has some physical disability. There are many ways a teacher can communicate or transfer knowledge into the minds of a person who has a hearing disability. The first and foremost method is oral communication by enhancing or amplifying sound to develop language skills as well as understanding skills. After oral, the most used method is applied which is manual communication. In manual communication sign language or finger spelling is used. A universal sign language has been developed for the help of teachers and students alike. Finally the simultaneous method in which both amplification is sign language by the teacher to explain the phenomenon of science, math , literature or any other subject under light. Challenges Faced There are numerous issues faced by both teacher and the student alike, student more that the teachers though. The first basic and foremost challenge is one, especially to students in primary classes, is of reading and writing. As the process of learning to read is dependant on hearing and the one of writing is dependant on reading. Therefore it is the first challenge that comes across a hearing impaired child. The second problem is not directly related to the class environment but directly affects the emotional behavior of a student in class. This problem is due to a various number of interactions a hearing impaired child faces in his everyday life. His interactions with the parents, friends and the sense of social isolation all play a vital role. Teacher in these scenarios can play a vital role and sail the child from the storms of social disparities against such students (Elizibeth, 2010). Teaching Strategies Various steps can be taken by the teacher in a class for the teacher to enhance the learning abilities of a hearing impaired student and in turn have a bet ter understanding of the student. Every student with this