The Cardiovascular System Essay Example for Free

The Cardiovascular System Essay The cardiovascular system is made up of the heart, blood vessels and blood. The heart is a myogenic muscle, meaning that it can contract without any nervous supply. It is composed of cardiac muscle which is built up of cells that are connected by cytoplasmic bridges, allowing electrical impulses to cross. The four major functions of the cardiovascular system are: 1. To transport nutrients, gases and waste products around the body 2. To protect the body from infection and blood loss 3. To help the body maintain a constant body temperature (‘thermoregulation’) 4. To help maintain fluid balance within the body Delivery of Oxygen and Nutrients Removal of Waste Products: The cardiovascular system works as a transport network, linking all of the body parts via a system of Major routes (arteries and veins), Main routes (arterioles and venules) and Minor routes (capillaries). This network allows a non-stop transportation system, the blood, to add or remove different nutrients, gases, waste products and messages to different parts of the body. Important nutrients such as glucose are added from the digestive system to the major muscles and organs that require them for energy in order to execute their functions. Hormones, chemical messengers, are transported by the cardiovascular system to their target organs, and the many waste products of the body are transported to the lungs or urinary tract to be removed from the body. The cardiovascular system works in partnership with the respiratory system to deliver the oxygen needed to the tissues of the body and remove unnecessary and harmful carbon dioxide. To be able to do this efficiently and effectively, the cardiovascular system is comprised of two circuits. These circuits are known as the pulmonary circuit and the systemic circuit. The pulmonary circuit consists of the heart, lungs, pulmonary veins and pulmonary arteries. This circuit is responsible for pumping deoxygenated (blue) blood from the heart to the lungs in order for it to be able to be oxygenated (red) and return to the heart. The Pulmonary  circuit works out of the right side of the heart and feeds blood back into the left side. The systemic circuit consists of the heart and all the other arteries, arterioles, capillaries, venules, and veins in the body that aren’t part of the pulmonary circuit. This circuit is responsible for pumping oxygenated (red) blood from the left side of the heart to all the tissues, muscles and organs in the body, to be able to provide them with the nutrients and gases they need to be able to execute their specific functions. After it has delivered the oxygen needed, the systemic circuit is then responsible for picking up the waste carbon dioxide and returning this in the now deoxygenated (blue) blood, back to the lungs, where it will enter the pulmonary circuit to become oxygenated again. Maintenance of constant body temperature (thermoregulation): The average core body temperature range for a healthy adult is expected to be between 36.1 °C and 37.8 °C, with 37 °C being known as ‘normal’ body temperature. If the body’s temperature drops anywhere below this essential range it is known as hypothermia and if it rises above this essential range it is known as hyperthermia. As the body’s temperature moves further into hypo or hyperthermia they will become life threatening. Because of this, the body works continuously, with the help of the cardiovascular system, to maintain its core temperature within the normal healthy range. This process of temperature regulation is known as thermoregulation and the cardiovascular system plays an important and essential part. Temperature changes that may occur within the body are detected immediately by sensory receptors called thermoreceptors, which in turn communicate information about these changes to the hypothalamus in the brain. When a substantial change in temperature is recorded, the hypothalamus reacts by initiating certain specific mechanisms in order to return the core temperature back to a safe temperature range. There are four place in the body where these adjustments in temperature can occur, they are: 1. Sweat glands: These glands are instructed to release sweat onto the surface of the skin when either the blood or skin temperature is detected to be well above a normal safe temperature. This allows heat to be lost through evaporation and cools down the skin so that blood that has been sent to the skin can be cooled down. b. Smooth muscle around arterioles: Large increases in temperature will result in the smooth muscle in the walls of arterioles being triggered to relax, causing vasodilation. This then causes an increase in the volume of blood flow to the skin, allowing cooling to occur. If however the thermoreceptors detect a cooling of the blood or skin then the hypothalamus reacts by sending a message to the smooth muscle of the arteriole walls causing the arterioles to vasoconstrict, this means reducing the blood flow to the skin and therefore helping to maintain the core body temperature. c. Skeletal muscle: When a drop in blood temperature is recorded the hypothalamus will also react by causing the skeletal muscles to start shivering. Shivering is caused by lots of very fast, small muscular contractions which then produce heat to help warm the blood d. Endocrine glands: The hypothalamus may trigger the release of hormones such as thyroxin, adrenalin and noradrenalin in response to the drops in blood temperature. These hormones all help to increase the body’s metabolic rate, which increases the production of heat. 2. Protection from infection and blood loss Blood contains three types of cells, these are listed below and shown in the images. 1. Red blood cells 2. White blood cells 3. Platelets Red blood cells: are solely responsible for transporting oxygen around the body to the important tissues and organs that require it. As oxygen enters the blood stream through the alveoli of the lungs, it binds to a necessary protein in the red blood cells called haemoglobin. white blood cells: A white blood cells job in the body is to detect foreign bodies or infections and envelop and kill them. When they detect and kill an infection they create antibodies for that particular infection which allows the immune system to act more quickly and efficiently against foreign bodies or infections it has come into contact with previously. Platelets: are cells which are responsible for clotting the blood, they stick to foreign particles or objects such as the edges of a cut. Platelets become connected with the help of fibrinogen, causing a clump to form which acts like a plug, blocking the hole in the broken blood vessel. On an external wound this would become a scab. If the body has a low level of platelets then blood clotting may not occur and bleeding can continue for long periods of time. Excessive blood loss can be fatal – this is why people with a condition known as haemophilia need medication else even minor cuts can become fatal as the bleeding will continue without a scab being formed. Alternatively, if platelet levels are excessively high then clotting within blood vessels can occur, leading to a stroke and/or heart attack. This is why many people with a history of cardiac problems are often prescribed medication to keep their blood thin to minimise the risk of clotting within their blood vessels. This medication will be blood thinners such as warfarin. 4. Maintaining fluid balance within the body The cardiovascular system works in connection with other body systems (nervous and endocrine) to maintain the balance of the body’s fluid levels. Fluid balance is essential in order to make sure that there is sufficient and efficient movement of electrolytes, nutrients and gases through the body’s cells. When the fluid levels in the body do not balance a state of dehydration or hyperhydration can occur, both of which effect normal body function and if left unchecked can become dangerous or even fatal. Dehydration is the excessive loss of body fluid, usually accompanied by an excessive loss of electrolytes. The symptoms of dehydration include; headaches, cramps, dizziness, fainting and raised blood pressure, the blood becomes thicker as its volume decreases requiring more force to pump it around the body. Hyperhydration on the other hand results from an excessive intake of water which pushes the normal balance of electrolytes outside of their safe limits. This can occur through long bouts of intensive exercise where  electrolytes are not replenished and excessive amounts of water are consumed. This can lead to internal drowning. This can also result in the recently consumed fluid rushing into the body’s cells, causing tissues to swell. If this swelling occurs in the brain it can put excessive pressure on the brain stem that may result in seizures, brain damage, coma or even death. Dehydration or a substantial loss of body fluid results in an increase in the concentration of substances within the blood (blood tonicity) and a decrease in blood volume. Where as hyperhydration or a gain in body fluid (intake of water) usually results in a reduction of blood tonicity and an increase in blood volume. Any change in blood tonicity and volume is detected by the kidneys and osmoreceptors in the hypothalamus. Osmoreceptors are specialist receptors that detect changes in the dilution of the blood. Basically they detect if we are hydrated (diluted blood) or dehydrated (less diluted blood). In response they release hormones which are transported by the cardiovascular system, through the blood, to act on main tissues such as the kidneys to increase or decrease urine production. Another way the cardiovascular system maintains fluid balance is by either dilating or constricting the blood vessels to increase or decrease the amount of fluid that can be lost through sweat. Blood Vessels: Arteries: Arteries are the main blood vessel in the body for carrying oxygenated blood. These vessels have thick walls to be able to withstand the high pressures of the oxygenated blood that they carry. Veins: Veins are the main vessel for carrying deoxygenated blood. These vessels have a large lumen and thinner walls as the blood they carry is not as high pressure. Veins can be categorized into four main types: pulmonary, systemic, superficial, and deep veins. Arterioles: A small branch of an artery that leads to a capillary. The oxygenated hemoglobin (oxyhemoglobin) makes the blood in arterioles (and arteries) look bright red. Arterioles are smaller in diameter to arteries and are located further away from the heart where blood pressure is lower. Venules: Smaller branches of veins that lead to a capillary. These transport deoxygenated blood like veins but are smaller in size. Capillaries: Capillaries are extremely small vessels located within  the tissues of the body that transport blood from the arteries to the veins. Fluid exchange between capillaries and body tissues takes place at capillary beds. . The Respiratory System Respiratory System: Oxygen Delivery System The main function of the respiratory system is to supply the blood with oxygen so that the blood can deliver oxygen to all parts of the body. The respiratory system does this through breathing. When we breathe, we inhale oxygen (O2) and exhale carbon dioxide (CO2). This exchange of gases is the respiratory systems way of transporting oxygen to the blood. Respiration is achieved through the mouth, nose, trachea, lungs, and diaphragm. Oxygen enters the system through the mouth and the nose and then passes through the larynx and the trachea, which is a tube that enters the chest. In the chest, the trachea splits into two slightly smaller tubes called the bronchi. Each bronchus is then divided again, forming the bronchioles.The end of the bronchioles are tiny sacs called alveoli. The average adult will have about 600 million of these spongy, air-filled sacs in their lungs. These sacs are surrounded by capillaries for efficient gas exchange. This oxygen that has been inhaled passes into the alveoli and then diffuses through the cell walls of the alveoli into the capillaries and thus into the arterial blood. At the same time, the waste-rich blood from the veins releases carbon dioxide into the alveoli. The carbon dioxide follows the same path out of the lungs when you exhale. The diaphragms job is to help pump the carbon dioxide out of the lungs and pull the oxygen into the lungs. The diaphragm is a sheet of muscles that lies across the bottom of the chest cavity. As the diaphragm contracts and relaxes, breathing takes place. When the diaphragm contracts, oxygen is pulled into the lungs. When the diaphragm relaxes, carbon dioxide is pumped out of the lungs. The respiratory system is divided into two main components: Upper respiratory tract: Composed of the nose, the pharynx, and the larynx, the organs of the upper respiratory tract are located outside the chest  cavity. Nasal cavity: Inside the nose, the sticky mucous membrane lining the nasal cavity traps dust particles, and tiny hairs called cilia help move them to the nose to be sneezed or blown out. Sinuses: These air-filled spaces along side the nose help make the skull lighter. Pharynx: Both food and air pass through the pharynx before reaching their appropriate destinations. The pharynx also plays a role in speech. Larynx: The larynx is essential to human speech. Lower respiratory tract: Composed of the trachea, the lungs, and all segments of the bronchial tree (including the alveoli), the organs of the lower respiratory tract are located inside the chest cavity. Trachea: Located just below the larynx, the trachea is the main airway to the lungs. Lungs: Together the lungs form one of the body’s largest organs. They’re responsible for providing oxygen to capillaries and exhaling carbon dioxide. Bronchi: The bronchi branch from the trachea into each lung and create the network of intricate passages that supply the lungs with air. Diaphragm: The diaphragm is the main respiratory muscle that contracts and relaxes to allow air into the lungs. Gas Exchange Gas exchange is the diffusion of Oxygen from the alveoli into the blood flow and the waste Carbon Dioxide (CO2) that is situated in the blood flow passing back into the alveoli to be breathed out. Each tiny alveoli is covered in a network of capillaries which make this process easier. †¢We breathe in air, containing 21% Oxygen †¢The air reaches the alveoli. Here the Oxygen passes through the alveoli walls and into the surrounding capillaries †¢The oxygen then enters the red blood cells where it combines with haemoglobin to form oxyhaemoglobin †¢It will now travel around the body to where it is needed, such as our important organs and muscles †¢At the same time, Carbon Dioxide, a waste product, is collected from the muscles and organs, into the blood stream †¢When back at the lungs the CO2 diffuses out of the blood, into the alveoli to be breathed out †¢The cycle continues as more Oxygen is received into the blood flow. The body uses Oxygen and creates waste Carbon Dioxide because of the volumes  of both gases in the air we breath in and out: Air breathed in Air breathed out Oxygen 21% 17% Carbon Dioxide 0.04% 4% This table shows that we use some of the Oxygen we breathe in, as less is breathed out. This is because some oxygen is retained in the lungs as residual volume so that it can be used as an emergency store. It also shows that we produce CO2 as there is more in the air we breathe out. Breathing Breathing in is known as inspiration Breathing out is known as expiration The intercostal muscles are positioned inbetween our ribs The Diaphragm is a sheet of muscle which sits under the ribs and lungs Inspiration To be able to draw air into our lungs, the volume of the chest, or thoracic cavity must increase. This happens because the Intercostal muscles and the diaphragm contract. The rib cage moves up and out and the diaphragm flattens to increase the space in the thoratic cavity. This decreases the air pressure within our lungs, causing air to rush in from outside. Expiration At the end of a breath, the intercostal muscles and diaphragm will relax, returning to their starting position, which will decrease the size of the thoracic cavity. The decreased space and increased air pressure in the lungs forces air out Lung Capacity Human lungs will hold varying amount of air, depending on how deeply and quickly we breathe. They are also never empty, even if you breathe out as far as you can. Different terms describe the different volumes of the lungs: Tidal volume The amount of air you breathe in or out with each breath Inspiratory capacity The maximum amount you can breathe in (after a normal breath out) Expiratory reserve volume After breathing our normally, this is the extra amount you can breathe out Vital capacity The maximum amount of air you could possibly breathe in or out in one breath Residual volume The amount of air left in your lungs after you have breathed out as much as possible The more exercise that we undergo, the more our need for Oxygen increases. This means that the amount we breathe in and pump around our bodies in the blood must change to keep up. To do this, we breathe faster and our heart pumps faster. This increased oxygen uptake, is measure by your VO2, or the amount of oxygen your body uses in a minute. This can be used as a prediction of your fitness level. The maximum VO2 is called VO2 Max and the fitter you are the higher this is because your body is more effective at taking in and using oxygen. Control of Breathing (Neural and Chemical): There are two ways in which the body controls the ability to breath, Neural and chemical control. These are explained below: Neural Breathing Neural breathing control contains two ways of controlling the breathing; voluntary breathing along with automatic breathing also. Mechanoreceptors send messages to the brain when they sense a different movement of joints they access movement and metabolic status. Chemical Breathing Chemical mechanisms are those of which detect how much oxygen and carbon dioxide is within the body, if there is too much gases the chemical reactions control this is order for our brain to tell us to breathe faster and quicker. If there is too much carbon dioxide and a shortage of oxygen then this is suited in order for our respiration to speed up. The Heart: ATRIUM- There are two atria in the heart. The right atrium receives deoxygenated blood from the vena cava and pumps it through the tricuspid valve into the right ventricle. The left atrium receives oxygenated blood  from the pulmonary vein and pumps it through the bicuspid valve into the left ventricle. VENTRICLES- There are two ventricles in the heart. The right ventricle receives deoxygenated blood from the right atrium and pumps it through the pulmonary valve into the pulmonary artery and off to the lungs to be oxygenated. The left ventricle receives oxygenated blood from the left atria and pumps it through the aortic valve into the aorta and off to the body. The left ventricle is slightly thicker walled that the right ventricle as it is required to pump the blood further. AORTA- The aorta is the main artery of the body which feeds the major organs and muscles of the body with oxygenated blood from the left side of the heart. PULMONARY ARTERY- Another main artery of the body, th e pulmonary artery transports deoxygenated blood from the right side of the heart to the lungs for it to be oxygenated. This is the only artery in the body to carry deoxygenated blood. SUPERIOR INFERIOR VENA CAVA- The superior and inferior vena cava are the two main veins of the body which bring deoxygenated blood from around the body back into the right side of the heart. PULMONARY VEIN- Another main vein of the body, the pulmonary vein transports oxygenated blood from the lungs back into the left side of the heart. This is the only vein in the body to carry oxygenated blood. CHORDAE TENDINAE- The chordae tendinae keep blood from flowing back into the atria after passing into the ventricles. SEPTUM- The septum separates the left and the right sides of the heart and contains the important SA node, used to make the heart beat. BICUSPID VALVE- The bicuspid valve, also known as the atrio-ventricular valve is situated in the left side of the heart between the left atrium and left ventricle. This valve opens when prompted to allow blood to be pumped from the atrium into the ventricle and closes after this process to stop the blood from flowing back on itself. TRICUSPID VALVE- The Tricuspid valve, also known as the atrio-ventricular valve is situated in the right side of the heart between the right atrium and right ventricle. This valve opens when prompted to allow blood to be pumped from the atrium into the ventricle and closes after this process to stop the blood from flowing back on itself. PULMONARY VALVE- Also known as the semi-lunar valve. Situated between the right ventricle and the pulmonary artery this valve allows blood to be pumped into the artery whilst stopping it from flowing back on itself back into the right ventricle. AORTIC VALVE- Also known as the semi-lunar valve.  Situated between the left ventricle and the aorta this valve allows blood to be pumped into the artery whilst stopping it from flowing back on itself back into the left ventricle. The Lungs: LARYNX- The larynx (voice box) is part of the respiratory system that holds the vocal cords. It is responsible for producing voice, helping us swallow and breathe. TRACHEA- The trachea (or windpipe) is a wide, hollow tube that connects the larynx (or voice box) to the bronchi of the lungs. It is an integral part of the body’s airway and has the vital function of providing air flow to and from the lungs for respiration. CARTILAGE RINGS- The function of the cartilaginous rings of the trachea is to stabilize the trachea and keep it rigid while allowing the trachea to expand and lengthen when the person breathes. If the trachea was not supported in this way, it would simply collapse because of the pressure of the chest. There are between 16 and 20 cartilaginous rings in an average trachea. The first and last tracheal rings are broader and deeper than the others. The first ring is just beneath the larynx and the thyroid gland. The last one is just above where the trachea branches off into the bronchi, the two tubes that lead to the lungs. MAIN STEM BRONCHUS- either of the two main branches of the trachea, which contain cartilage within their walls BRINCHI- Smaller branches of the mainstem bronchi which lead to and carry air to the bronchioles. BRONCHIOLES- Smaller branches of the bronchi which lead air to the alveoli for diffusion. LOBES- Lobes are the flaps of tissue that make up each lung. Ach lung is made up of 3 lobes. PLEURA- A thin serous membrane that envelops each lung and folds back to make a lining for the chest cavity. PLEURAL FLUID- The pleura produces a fluid that acts as a lubricant that helps you to breathe easily, allowing the lungs to move in and out smoothly. This is called pleural fluid. ALVEOLI- The alveoli are tiny air sacs within the lungs where the exchange of oxygen and carbon dioxide takes place. DIAPHRAGM- The diaphragm is the dome-shaped sheet of muscle and tendon that serves as the main muscle of respiration and plays a vital role in the breathing process. PLEURAL MEMBRANE- The pleural membranes enclose a fluid-filled space surrounding the lungs.

The Graduate Gilm Analysis

The Graduate Gilm Analysis The phrase New Hollywood originally achieved extensive use to express a new wave of films and young film directors that emerged between the mid-to-late 1960s to the mid-to-late 1970s; a phenomenon more frequently regarded as the Hollywood Renaissance. Amongst these young directors included Mike Nichols whose massive box office hit The Graduate (1967), became one of the momentous, landmark films of the period, and helped to put in motion an innovative modern epoch of film production. Freshness and originality (traceable to the French New Wave) within an embedded framework of classical Hollywood style could be the most fitting way to typify the formal structure of The Graduate. Having emerged from the post studio era of production, a period when Hollywood was producing a high number of successful cutting edge films, The Graduate follows popular trends by setting out to offer a probing depiction of American society. Through its mixture of old and new Hollywood stylistic conventions, The Graduate realistically captures the 1960s culture of youthful alienation, disillusionment, opposition to the status quo and middle class values, and the growing cynicism of a younger generation against the older generation. An array of industrial factors was significant to both the emergence of young directors like Mike Nichols and the changing content in films of the Hollywood Renaissance. The decline of vertically integrated companies together with a large decrease in cinema attendances, contributed towards the ending of the studio system of production, and opened the gateways for a thematically different style of film-making. Consequently, individual packages were assembled: a format that gave directors like Nichols more authority, money and freedom to stamp their authority on film projects. Due to these rapid modifications in industrial factors, American values were also being challenged. The success of sexually explicit films like The Man with the Golden Arm, led to an adjustment of the production code. With barriers falling, Nichols was allowed to portray adultery, affairs and near nudity in The Graduate. Films no longer had to strictly target the family audience. Hence, Nichols pushed the limits, pushing the restrictions of both stylistic medium, and of taste. The idea of an older married woman (Mrs Robinson played by Anne Bancroft) eagerly seducing a young college graduate almost half her age (Benjamin Braddock played by Dustin Hoffman) was deemed controversial by many older audiences at the time, yet proved very effectual in targeting youth audiences. The film was thought of as bringing something new to Hollywood. However, although The Graduate has been bracketed as a product of New Hollywood, it is important to note that most of its scenes adhere to the classical style of editing, mainly because continuity editing and conventional form was a proven successful formula in Hollywood cinema; it remained ideal for constructing narratives that were visually uncomplicated to follow. The opening scene of The Graduate is principally constrained by the rules of classical Hollywood style for reasons like this, and so that audiences are presented with a rational believable world. The film begins with a close-up of Benjamin Braddocks face the white background focuses attention on his steely motionless gaze. The composition of this shot accentuates his look of disillusionment to the audience. It seems he is isolated, but the camera steadily zooms out, revealing him to be on an aeroplane packed with passengers. By filming his muted bodily movement on the automatic walkway in one slow extended take, the sen se of Benjamins isolation is heightened; Nichols is of course shaping up a narrative to reflect the disillusionment of the youth culture of his day, and as we learn later, Benjamins future reservations. Together with the popular non-diegetic soundtrack Sound of Silence, Benjamins mood is perfectly encapsulated within the opening credits. Since the lyrics of Sounds of Silence coincide with Benjamins behaviour, it almost becomes a second language for the film. The song, produced by the folk music duo Simon and Garfunkel, became an instant hit with the youth culture of the 1960s; it reached number one on New Years day (1966). In the opening, it matches well with the slow pace and continuity of the scene; the solemn edge and dim emotional colouring of the track underline the psychological difficulties Benjamin is experiencing. It is only when the shot of Benjamin exiting the airport dissolves to a shot of him expressing his qualms about future aspirations, that the viewers are able to distinguish the basis of his psychological commotion. By presenting a traditional older community who dont understand Benjamins troubles, the viewers build compassion towards Benjamin. In this second close up of his face, Benjamin conveys a slight look of apprehension as he tries to explain to his father (Mr. Braddock played by William Daniels) of his need to be different. However, Benjamins worries about his future are seemingly ignored. His father seems more concerned about keeping up appearances and persuading his son to attend to the guests of the home-coming party. This scene draws directly to the 1960s culture of youthful isolation, because like several young individuals of his generation, Benjamin emerged from the safe haven of the college lifestyle, only to feel confounded and highly indecisive about his future career. His parents, however, highlight their self-absorbed intentions by coaxing him downstairs as opposed to understanding his predicament; the party just seems like a reason for them to parade their material possession s to their friends. Hence, young people loved the movie because it highlighted their anxieties, and in the process it put down parents as self-obsessed immoral clods who only saw life through the narrow lens of class structure and wealth. Another technique used to represent the oblivious older generation is when the middle-aged guests of the home-coming party find themselves communicating in third person about Benjamin, even whilst he is positioned quite close to them. Combined with their invasive ways (almost pressuring Benjamin into an answer about his future), none of them truly comprehend Benjamins desires. In looking troubled and hesitant about future goals, Benjamin appears to be resisting the quintessence of the supposed American dream a complete American education, followed by a lucrative career. Like young people of his time, he is finding it difficult to come to terms with the institutionalised adult working life awaiting him. During the party Benjamin is constantly surrounded by a swarm of older people who want to praise his academic achievements or question him about his future; this only further adds to his claustrophobic mindset. Even after escaping the middle-aged crowd to refuge of his bedroom, he is interrupted by Mrs Robinson and feels trapped once more. Within the same shot that Mrs Robinson is being framed in the doorway, Ben is also framed within the world of his fish tank another symbol of imprisonment that is repeated several times throughout the film. Indeed Benjamin is like a fish himself shy, introvert and feeling alone in an ocean of emptiness. The classical editing in the opening of the film attains a smooth and faultless style of narration, allowing the viewer to effortlessly track the direction of the narrative; the viewers can feel the tension created when Benjamins inner conflicts are crossed with a non-understanding older generation. Further continuity editing is used to uphold clear narrative action (a feature of several successful films of the Hollywood Renaissance) as well as build up the moments leading up to the bedroom scene, in which Mrs Robinson will attempt to seduce Benjamin. In an establishing long shot of Mrs Robinsons house, Benjamin is persuaded to accompany Mrs Robinson inside. As Benjamin enters, he is surrounded by a porch made of all glass, making the environment outside entirely noticeable. The huge trees and thick green bushes outside, give the appearance of a tropical jungle; this could be a metaphor to illustrate Mrs Robinsons pursuit of Benjamin. Also, in one of the most infamous frames within a frame shot where Benjamin is framed perfectly under Mrs Robinsons leg, Mrs Robinson again takes on the more dominant position between them; she takes up the role of a predator whilst he becomes the young vulnerable prey. These portrayals of a sexually aggressive woman perhaps symbolises how easily t he older generation and society can lead a fretful, alienated individual astray if he or she deviates from forming a meaningful purpose towards life. Benjamin, who is already feeling lost, is caught off guard and becomes easy pickings for Mrs Robinson to take advantage. From an industrial perspective, Mrs Robinsons pursuit of Benjamin is important in establishing her constructed gender role; she is neither a liberated woman (who will leave her husband and pursue her romantic desires) nor a conformist faithful suburban housewife. During the 1960s, women roles were shifting from 1950s image of subservient housewives, to a more rebellious independent role. However, Mrs Robinson plays both the unhappy suburban housewife as well an explicitly sexual woman chasing an affair. She is shown as asserting her authority and sexual prowess over Benjamin, yet is still bound by her sex and relations with men; her representation is a result of the film industrys incapability to cut free from the conventional portrays of women so prevalent throughout the history of early Hollywood cinema. Julia Anderson states, Most viewers were not interested in watching, and Hollywood was not interested in funding a determined woman as a popular female lead. Thus, Mrs Robinson is a gripping protagonist one of the most renowned in Hollywood, in fact, but when her character is measured in terms of gender depiction, it is plain to see she is not gripping because of her accomplishments, but because of her villain like role. And her whole story circulates around her relationships with a member of the opposite sex; as a result she remains a female character that is defined by her association with a man, instead of her own defiant or heroic actions. The extent of Mrs Robinsons overwhelming sexual needs bears resemblance to the dissatisfied, sexually frustrated housewife described by Betty Friedan in her Feminine mystique (1963). Although Mrs Robinson had been forced into marriage as a result of becoming pregnant, she is put in a hopeless position to escape the marriage, possibly since she has become financially dependant on her husband. In having conformed to the archetypal housewife role rather than pursuing a professional career, it could be argued that she has become consumed by the feminine mystique; a lifestyle which regardless of true love keeps women, in many cases, interested due to the wealth of material possessions and money they receive. In Mrs Robinsons case, the combination of a loveless relationship and dreary housewife commitments makes her more subject to an increased sexual appetite. Thus, Mrs Robinson only engages in the affair to use Benjamin as defence mechanism to bring herself out of her miserable existence within marriage. The cinematography techniques used to capture Mrs Robinsons growing sexual desires for Benjamin, are examples of a move away from classical Hollywood style; the lightning fast cuts and other disorientating effects in the bedroom scene create the feeling of restiveness, impatience and a great sense of sexual hunger on Mrs Robinsons part. One of the reasons in using discontinuity techniques was because it was a major component for films deserving to be categorised as part of a new wave or renaissance. In this case it is effectively used to represent the turning point in the film; not only does it highlight Mrs Robinsons sexual urges, but the high-speed editing simultaneously reflects the growing tension and awkwardness on Benjamins part. This time he is framed over Mrs Robinsons shoulder and it is clear to detect his uncomfortable reactions when presented by the fully unclothed Mrs Robinson. By applying a slow opening to The Graduate and contrasting it with these bursts of rapid cuts, the visual impact of the seduction is made much greater to the audience; the full force of Mrs Robinsons desire is projected onto the viewer, who up until now has been comfortable experiencing the largely unnoticeable style of editing. Films like The Graduate and others of the Hollywood Renaissance period aimed to move away from directing entire films via strict continuity regimes; they aimed for a newer exciting dimension of stylistic techniques and current gimmicks to reflect characters emotions. The fact that Benjamin is emotionally at a crisis himself, makes the subsequent affair with an older married woman all the more worthless. The whole feeling of worthlessness surrounding the affair between Mrs Robinson and Benjamin is brilliantly captured in the musically backed montage, a segment that uses rapid editing and special effects a more direct use of discontinuity style thought to have been borrowed from the films of the French New Wave (La Nouvelle Vague). During the montage, one scene is edited so that it appears Benjamin is drifting between his parents house to the hotel room he shares with Mrs Robinson. Afterwards, in a disorientating match-cut, Benjamin is shown climbing up onto his home swimming pool raft and landing on top of Mrs Robinson in the hotel bed they share perhaps another symbol to symbolise Benjamins downward spiral in life, and his plunge to new lows by partaking in the affair. Within the several jarring cuts that show Benjamin walking back and forth into these separate spheres, the non-diegetic soundtracks Sound of Silence followed and April Come She Will play in the background; in illust rating compressed narrative information within the montage, the sequences of events highlights their loveless affair, and demonstrates how Benjamin is submitting himself to Mrs Robinson in order to block out the purposelessness and bleakness of his life over the summer. Nichols purposefully contradicts continuity here to stamp his mark on the film; in borrowing successful elements of the French New Wave, he is able to add that major ingredient of innovation so important to films in and around his period, and use it portray the feeling of youth disillusionment manifest in his society. It could be also argued that the increased discontinuity techniques in the musically backed montage have a more political purpose rather than merely reflecting character moods. By having a more jarring sporadic style of editing, viewers becomes more alert to messages in the film, and start to question dominant ideologies in society. In this case, Benjamins refusal in submitting to neither the plastics world of the older generation or any other city profession shows his rejection of the status quo and middle class ideals; a similar rejection shown by the youth rebellion of the 1960s. More concern in emphasised on Benjamins need to belong and find his identity as opposed to following the traditional way of American life fulfilling his education and entering a commercial, corporate based occupation. Through Benjamins almost robotic, strained replies to his father questions, he is resisting the standardised American way of living in hopes to search for a more fulfilling existence. Thus, his feelings of aimlessness directly reflect the youth generation of the time who equally drifted for prolonged periods of time whilst trying to determine an aim in life. Benjamins feelings of discontent are justifiable because as Friedan would argue, many young men who willingly conformed to corporate life in the late 1960s realised that the purposelessness of their work kept them from feeling like men. For reasons like these, Benjamin refrains from following the old-fashioned way of living that his parents have occupied. Instead he enters a passionless affair and drifts around at his parents pool as a form of escapism. Pushing narrative boundaries and including illicit representations of sex in the affair between Benjamin and Mrs Robinson were thoughtfully calculated by the film to target the 1960s American youth rebellion culture. In an era when the Motion Picture Association of America (MPAA) no longer had the final contribution in the films story, Nichols was free of most strict censorships. This allowed him to openly forefront facets of the youthful counterculture; in doing so The Graduate targeted younger audiences (the major cinema ticket consumers in the late 1960s). Since younger people preferred films that dealt more explicitly with sex, Nichols audience targeting strategy proved very cost effective and ticket sales rocketed with the film earning a box office gross of $105m. Large amounts of that gross total were down to Nichols innovative film techniques which pushed home the feelings of the youth counterculture uncertainty, fear, and a general lack of direction in life. Another reason for Nichols to offer the clear rejection of classical unambiguous cinematic form (evident in the scenes previously mentioned) was because many film directors who employed such techniques in various scenes of their films were held up in admiration at the time, whilst Hollywood films restricted by conventional narrative flow were condemned. Films like Easy Rider and Bonnie and Clyde were largely greeted with huge success for their innovative trendy stylistic approach. Described as a period of great artistic achievement based on new freedom and widespread experimentation, these new formal styles became very profitable for selling huge box office hits, and helped cement the Hollywood Renaissance a golden age in Hollywood history. Moreover, by using new off the wall techniques, Nichols perhaps shows his desire to be held in the same admiration of previously successful forward thinking directors like Alfred Hitchcock, Charlie Chapin and Howard Hawks, who were much-admired for their high film art, and auteur status. Considering the new found freedom that directors of the Hollywood Renaissance had, the films of the period have been mostly understood in terms of the efforts of the artistic auteur. Hence, Nichols too has been regarded as a filmmaker creating his own personal style of directing. For example The scene which celebrates Benjamins 21st birthday is important in establishing the psychological burdens Benjamin is suffering; a mindset which mirrors the youth alienation and counterculture of the 1960s. Through avant-garde techniques, Nichols positions the viewers in Benjamins viewpoint (looking out of a scuba diving mask), and forces them to experience Benjamins feelings of entrapment as he makes his uncomfortable transition from a boy to a mature man. Benjamins visions reveal a blurry image of his parents faces; this together with muted sounds of the middle-aged crowd could be representative of Benjamin being too caught up in his own thoughts to acknowledge anything, particularly the overbearing views of the older generation he wants to block out. As well as moving lethargically towards the pool and finally sinking to the bottom of it, this scene cements the foundation for his growing rebellion towards his elders. Like the youth alienated society of the day, Benjamin prefers to blank out the real world. Before he decides to emerge in front of the birthday guests in his scuba diving outfit, Benjamins replies to his father are packed by unusually high pitched bleats of apprehension: dad can we please talk about this for a second. The anxiety that punctuates Benjamins line deliveries accentuates his uptight frame of mind, and becomes a point of resistance against his parents. Not only does this add to the comedic element of the film, but by presenting comedy in its blackest sort, these instances positions the viewer to ridicule American materialistic values the need to flaunt material wealth as a means of maintaining class hierarchies. The fact that Benjamins father feels the need to highlight the price of the scuba diving mask to the birthday guest only further affirms this. As Benjamin moves sluggishly towards the pool, it is interesting to note the parallels of Nicholass point of view shots with Alfred Hitchcocks; they both create a similar feeling of discomfort in the viewer. Like Hitchcock, Nichols too questions the root of regular human behaviours by aligning the viewer to the protagonists dissenting action through point of view. The increased volume of Benjamins breathing appears to be a sound which transcends from realism to expressionism and it fits in well with Benjamins troubled mood. In this way viewer feels they are partaking in scopophilic and often pervasive acts, sharing a strong bond with Benjamin. As continuity editing paints a more naturalistic ordered world, these avant-garde techniques can be viewed as mirroring the disordered society of the 1960s- youthful alienation and rebellion to middle class norms. Moreover, Benjamins behaviour and strained replies to his father are significant in establishing Benjamins identity crisis; an issue which reflects the gender crisis of the 1960s. During the 1960s, new notions about masculinity were starting to surface; the counterculture sought to change the traditional one dimensional understanding of man. In contexts to Benjamins world, he encounters the suburban middle-class ideas of the older generation and their traditional understanding of manhood a well rounded education, followed by a future in plastics. However, by rejecting this lifestyle in hopes to seek his true identity, Benjamin models himself on the modern image of the American male one who has a greater vision as opposed to conforming to the rather straightforward life presented to him by his father one that he is readily expected to lead. Just like in The Graduate, the older generation of Nichols time did not recognize that the gender roles for men were changing; it was only due to the growing counterculture asserting new attitudes towards gender that finally produced a young politicised generation who were on the lookout for their true individuality. The film thus mocks the traditional views of the older generation, particularly the materialistic wealth and snobbery that Benjamins father constantly parades to his friends. In addition to the changing gender roles of the 1960s, Dustin Hoffmans projection of a wholly different type of masculinity in The Graduate could be down to industrial factors. In a period when the industry was in flux, older notions of star power as highly desired commodities were concurrently on the decline; the rebirth of Hollywood cinema in the mid-to-late 1960s provided room for new stars to be born. This allowed Nichols to move away from portraying the traditional male hero one who was physically imposing, clearly motivated by an aim, and a man of more action rather than words. Nichols, on the contrary, presents the viewer with a male hero (Benjamin) who is small, introvert, awkward, indecisive, and feels lost throughout the film. As The Graduate was entering Hollywood cinema at a time where films were projecting high innovation, it could be argued that Nichols opts to go for something new in his characters to represent this trend. In the process he undermines classical narrat ive convention by portraying a male hero who has no clear motivations. Therefore as well as reflecting the changing gender dynamics of the period, Nichols gives rise to a new kind of star impersonation in his male hero. Moreover, Katharine Rosss character Elaine (the daughter of Mrs Robinson and Benjamins true love) also reflects the changing gender attitudes of the 1960s. At a time when the womens movement was gathering in strength, so the depiction of women in Hollywood cinema was also shifting. By ultimately rejecting the prospect of a mundane marriage and suburban lifestyle, Elaine liberates herself from the lifestyle forced on her by her parents; she shows herself to be capable of making decisions about her future. However, in choosing to marry Benjamin, Elaines representation reflects how marriage was still deemed imperative to the fulfilment of femininity in the 1960s. Nonetheless, the educated Elaine thinks independently, and like Benjamin, she chooses to abandon the older generational norms in favour for her self-fulfilment and romantic desires. The institution she attends for her college education (Berkeley) is also an important place for constructing her forward thinking mentality since i t was the centre of radical movements including class, gender and politics. By ending the film with Elaines romantic escape, the film stays also stays in touch with the 1967s year of proclaimed summer of love. Even though there is a slight change in the gender roles for the female protagonists, the women in The Graduate still conform to ingrained patriarchal norms, thus making the film a product of its time. The 1960s was a period where the second wave of feminism was gaining momentum, however in the face of these changes, inequality between the sexes remained; accordingly, the Hollywood industry only made minor adaptations in female character roles to reflect this. Benjamins mother and Mrs Robinson still inhabit a feminine role, acting as subservient counterparts to their working husbands, and although Elaine is an educated woman, her part in the story is mainly as a foil to Benjamins quest for identity. Moreover, in the shots of Mrs Robinsons legs and semi naked body, she can be viewed as what Laura Mulvey would state, an object of the male gaze. The leopard print coat which Mrs Robinson wears on her first meeting with Benjamin at the hotel is an important animal motif representative of her sexually predatory nature; she adheres to the voyeuristic erotic pleasures of the male audience. Although it can be argued Mrs Robinson is an assertive sexual subject in her own right, the counter argument would assert that she merely upholds sexual power over a physically petite, self-conscious, unconfident young man one whos young enough to be her son. In casting two aesthetically attractive women protagonists in Mrs Robinson and Elaine, The Graduate becomes another film of its time which fulfils the neurotic needs of the male ego Furthermore, the affair between Mrs Robinson and Benjamin is mainly a manifestation of an old fashioned male fantasy having a sexual affair with an older married woman. From this viewpoint, The Graduate places constraints on its radicalism and rather offers a constructed form of narrative experimentation in order to attract widespread audiences. By depicting this male fantasy, the film once again lives up to patriarchal norms. Due to the patriarchal norms of the time, The Graduate also keeps in conventional Hollywood custom by naturally focusing on a male protagonist in the narrative. The entire film revolves around Benjamin and, in typical fashion, the focus remains on his character development, identity struggle (making the adjustment from youth to adulthood), and the sexual relationships he gets caught up in. Mrs Robinson and Elaine, who are the key women protagonists in the narrative, are only defined in their sexual relationships with Benjamin. This demonstrates the Hollywood industrys tendency to heavily rely on the individuality of a male hero. The major success of The Graduate just became another platform for the industry to persist with notions of a male hero, whilst female characters had constraints on their freedom and remained mostly marginalised. Nonetheless, Elaine does have a good measure of freedom, and it is perhaps this along with her youth which make the psychologically and sexually suppressed Mrs Robinson jealous of her; consequently Mrs Robinson perhaps has an affair with Benjamin to reclaim her lost youth. To her, Benjamin provides the only escape of happiness in an otherwise dreary traditional suburban housewife life with a man she no feelings for. When the audience are made to realise Mrs Robinson and her husband share separate beds, one becomes conscious that they merely live under the false pretence of a happy marriage to keep up appearances in a rigid class structured society. It is aspects like these with which The Graduate is attacking the conformist ideals attached to middle-class values. Due to the dark, biting satire of the film, one cannot help but find the whole situation amusing, especially the dialogue regarding the moments Mr Robinson discovers the affair: in Benjamins defence he says, it didnt mean an ythingà ¢Ã¢â€š ¬Ã‚ ¦we might just as well have been shaking handsà ¢Ã¢â€š ¬Ã‚ ¦I dont love your life, I love your daughter sir to which Mr Robinson replies, As far as Elaines concerned, you are to get her out of your filthy mindà ¢Ã¢â€š ¬Ã‚ ¦and thats all Ben, youll pardon me if I dont shake hands with you. Benjamins awkward, spontaneous replies are so absurd that one cannot help but laugh. The interchanging comments between them underpin the many comic moments of the film; comedy gives an effective platform to mock the societal values of the traditional American people a direct example of this is when Benjamin, in his lifeless monotone voice replies no sir to Mr Robinsons question about whether Benjamin respects him. The films ability to confine all these serious moral issues into dark humour reflects the growing confidence of filmmakers, and the freedom that allowed them to assemble contentious film projects around multiple genres. Overall, although the period of transition in the Hollywood industry during the fifties and sixties bought much needed freedom to filmmakers, The Graduate still remained an industrial product; the film speaks to a incessant helplessness in the world, and inability to change and to create change for example, when The Graduate does portray action, it is performed by an isolated hero in a particularly antisocial method (going against societal norms and traditions), further establishing that genuine change, collectively carried out, is unattainable. Even though Benjamin and Elaine escape together in a typical happy ending, they do it at the expense of leaving their families behind; after everything, the final shot of them staring blankly into space is an uncomfortable one, especially Benjamin who produces the same look of disillusionment like the one in the opening of the film. Nichols does very well in artistically capturing the themes of the 1960 counterculture; however, in a commerci ally dominated industrial sphere, Nichols is inevitably indebted to stay within the constraints of total freedom of expression because he needs to get the film funded. By using calculated methods of visual experimentation and having a very constructed radical plot, The Graduate ensures economical success and with it, the widespread appreciation of the film from audiences.

Tupac Shakur Essay -- Music, Rap Industry

Tupac Shakur, otherwise known as 2Pac, was well known for his accomplishments in the rap industry, as well as his career in acting. When most people look back at the life of Tupac they will remember September 7th 1996, the night Shakur was shot four times on the streets of Las Vegas. Six days later on September 13th 1996, he was pronounced dead at the University Of Nevada Medical Center (THUG, 2011). Although most individuals believed that the tension between the East Coast and the West Coast would lighten with the death of Tupac, it did just the opposite. With angry fans mourning the death of Tupac, and gang members begin promoting more violence in the streets. The feud became stronger between the East and West Coast, causing a divide throughout America. Even though Tupac wasn't alive anymore his records were still sold, and his music videos and songs were still being produced. Other rappers also used the death of Tupac to their advantage, writing songs and raps about his dea th. Moreover, the death of Tupac brought curiosity to many Americans regarding the rap industry because he was a very well-known rapper/actor, who many people still mourn today. Sectionalism in the early eighteen hundreds was much like the East Coast and West Coast feud in the 1990’s. In the 1800’s the issue over slavery was dividing America into two, the North and the South. The North did not think slavery was right, the South did, and they wanted slavery to continue. The constant fighting over the issue of slavery increased as the decade went on. The result of this feud was the Civil War, that broke out in April 1861. The war lasted four long years, with many casualties, and relationships between states that would take a great amount of time to ... ...e still released after his death (Kallen, 94). Most of the released songs became hits, but Tupac Shakur was unable to accept the praise. Some have the idea that at the time Tupac was shot, he was going to leave Death Row Records. If this were true, it would have been a reason for someone from Death Row Records to shoot him, but as of 1999, there had been no investigation into Tupac Shakur’s murder. This brought a great deal of anger among many people who were furious that he was murdered in the first place (Tupac, 2002). Furthermore, the death of Tupac Shakur has become famous throughout America, whether you were a fan of Tupac Shakur, or the story was all a shocker to you, it has caused curiosity among individuals whether or not the East Coast versus West Coast rivalry was the cause of the murder, and whether or not the rivalry was necessary in the beginning.

Basketball Essay -- essays research papers

WHY THE NBA DREAM IS RUINING COLLEGE BASKETBALL   Ã‚  Ã‚  Ã‚  Ã‚  The National Basketball Association is a corporate powerhouse with installments in nearly every major city in the United States. With the exception of European soccer, professional basketball generates more money per season than any other sport in the world. NBA superstars carry as much authority in the entertainment business as the most popular actors, comedians, and musicians. Even the guys who are last off the bench are making more money in one season than the average middle-class worker makes in five years. Corporate America sells its images, logos, slogans, ideas, and viable goods by employing NBA stars to speak publicly on-behalf of their materials. More and more NBA players are showing up in commercials, in magazine ads, on billboards, and in movies. They have their own radio talk shows, their own clothing and shoe lines, their own video games, and even their own restaurants. Essentially, turning pro opens the door to a lifestyle of undeniable prestige, com fort, and public adornment. NBA players can commit the harshest of criminal violations and get off with minimal penalties. NBA players can have just about any woman they want! Enough said. Thankfully, it takes an incredible amount of skill and determination to make it as a professional basketball player. In the last twenty-five years only a handful of high-school athletes have skipped college and gone straight to the big show. Some of these young men built enduring careers and some were washed out before they reached the legal drinking age of 21. Some made it to the hall-of-fame and some remain in the hall-of-shame. Nevertheless, in the past five years there has been an upsurge in the number of high-school athletes who have chosen to forego college and enter the draft. Debate and discussion over this topic as been heated as of late. College coaches argue against professional coaches, writers and reporters argue against sporting agents and advertising executives, and parents squabble with their blue-chip prospects. Supporters of this trend say high-school athletes have the right to select their own path, while their opponents argue that high-school athletes miss-out on a remarkable education opportunity by overlooking the college experience. Clearly, the NBA has no intention of preventing high-school athletes from enterin... ...all. The level of play at the highest level should not suffer because young guys do not know the ins and outs of the game. They should also put a pay-cap on the potential salaries of such under-aged athletes, and agents should be completely removed from the decision making process. None of these things will ever happen though because the NBA makes too much money off its young stars. Sports marketing is already a multimillion dollar business, and agents continue to claw into middle school gyms across the country looking for the next Kobi or Kwame. Moreover, with a game that continues to evolve around its new talent each year, raw flair draws in sponsors, advertisers, and marketers. The public loves to see the young versus the old, and the NBA loves to make money off these kind of situations. So long as colleges are not paying their athletes, which many do in forms of scholarships and performance incentives, college basketball will continue to lose its battle against the NBAâ€℠¢s appeal to young athletes. In this society education is no longer the most rewarding stable of success, instead it’s how many rings you have on your finger and how many video games you have named in your honor.

How the earth was made Essay

1. According to the church, the age of the earth was 6,000 years old. 2. James Hutton discovered that the earth was much older from the tilted rocks because he knew these rocks was once laid down horizontally on the sea floor and were buried under great depth to be crystalized. Then they were tilted on end by great earth forces and then eroded away. The rocks were then deposited on top. He understood it had to take millions of years for this process to happen. 3. Lord Kelvin calculated the earth to be around 20 million years old from the law of thermodynamics. 4. Arthur Holmes used radioactive particles of uranium in the attempt to accurate date the planet. He used radiometric dating which changed the concept of how old the earth is. 5. The accepted age is the Earth is 4.5 billion years. 6. The source of most water on the Earth was extraterrestrial. It was asteroids that were filled with water that crashed on the Earth that we get our water from. 7. Granite rocks started to form the continents 3.4 billion years ago 8. Granite rocks have a much lower density than basalt. 9. The stromatolites is a single cell organism that lives off sunlight and it would fill the air with oxygen making life on earth possible. 10. Alfred Weneger was a German weather scientist and proposed that the continents had been joined together. 11. It made an extrapolation of the rocks. I was hard to believe to have a larger continent be pushed through the ocean floor and his theory was considered wrong. 12. On either side of the plates in Iceland in the middle of the Atlantic Ocean, it is expanding the size of the Atlantic Ocean. Also the Fisher Eruptions in Iceland mark the path of the deep plate boundary all around the island. It is also pushing America and Europe a part. 13. The rate of continental drift is 2.5cm per year. 14. The name of the first super continent formed 1 billion years ago is Rodina 15. 700 million years ago, Rodina position was blocking the currents  that brought warm water from the equator to the poles. Without this heat, the polar region froze. The ice reflect the sun’s ray from the earth and the snowball effect occurred. 16. Beneath the ice the future continent was in turmoil. Vast volcanic eruptions split Rodina a part. 17. The fossils in the Burgess Shale indicate that 500 million years ago life exploded with staggering diversity and complexity. 18. The formation of the ozone layer lead to life because it freed life forms from the oceans. The ozone layer was a UV shield for these life forms. 19. 300 million years ago in the carboniferous period, the earth was covered with wetlands. Freshwater swamps are said to cover the earth during this time. 20. Coal came from millions of years of accumulated plant matter. It came from the way wet water lands decompose. Oil and gas came from the remains of dead microorganisms. 21. The Permian Extinction 250 million years ago that 95% of species perished was caused by mass volcanic eruptions all over the Earth. 22. The new super continent that formed after mass volcanic eruptions was called Pangea. It existed 240 million years ago. 23. A new upsurge in volcanic activity spilt a part the great super continent Pangea. 24. Diamonds are the high pressure form of carbon. They are found in the mouths of ancient volcanoes. 25. 65 million years ago, the dinosaurs vanished. 26. The finding of iridium indicates that dinosaurs became extinct from a tremendous hit from a meteor on Earth. 27. The asteroid that hit the planet and caused the mass extinction of the dinosaurs was 100 miles across. 28. Evidence the gives validity to plate tectonics found in the Alps is the Matterhorn which is made up of two continents. 29. Plates tectonics and erosion contribute the a mountain height 30. The two opposing forces that contribute to the formation of the Grand Canyon is the Colorado River and the uprising plateau. 31. The grand freezing was triggered when the overflowing volcanoes in Panama created the land bridge joined the North to South America. This altered global coastal currents. 32. Two pieces of evidence that glaciers covered the earth are: the scores of tiny parallel lines marked in bedrock and the way rocks were position in the New York area. 33. 200 million years from now, a new super continent will be formed. 34. 2 billion years from now, the atmosphere and oceans will be stripped away. Leaving earth as a bone dry barren dessert.

Writing about theme

Writing about Theme in â€Å"The Necklace† Directions: Your assignment is to write a response to literature identifying and explaining how the theme is made clear by the action of the story â€Å"The Necklace. † You must have a topic sentence that includes the name of the author, the title, the genre and the main idea of your paragraph. You must state the theme of the story. The theme must be stated in one sentence. You must summarize the action of the story, focusing on those events that are important to the theme. You must use words and phrases from he text of the story in your summary.You must put quotation marks around those words. You must have a final concluding remark. Refer to your lesson – Theme â€Å"The Necklace† as you write. If you are not sure what to do, please review the Writing About Theme presentation. Topic sentence – In â€Å"the Necklace† by Guy de Maupassant, the main character, Mathilde Loisel pities herself because she does not have everything in life she desires. Theme Statement – The theme of the story is that Mmm. Loisel's selfishness causes M. Loisel to loose out on a new gun and hunting trips with his friends to buy her a new dress.Their dishonesty causes them to loose thousands of dollars to pay off a necklace that they find later is fake. Summary of the Story – Mmm. Loisel is invited toa ball. She is unhappy with her social standing therefore she feels she can not go to the ball in measure up to the social standings of the other guest. M. Loisel gives her the 400 francs so that she can go out and buy a new dress for the ball. She then borrows a necklace from her friend which she then looses at the ball. After searching desperately for the necklace, instead of telling the friend that they had lost it, they decide to replace it.When they find one that looks similar it cost thousands of francs so they borrow the money. It takes ten years to pay back the money. By this time Mmm. Loisel has lost her beauty which she coveted so much. She runs into her friend only to find out that the necklace was fake and only cost 500 francs at most. Final Concluding Remark – The main idea is that selfishness and dishonesty get you work and labor. When if she would have been honest with her friend she wouldn't have had to gone through all that trouble. Also if she would have been happy with what she had she wouldn't have ended up broke.

Unit 6 Healthy Environment

Unit 6 Promoting a Healthy Environment for Children E1) Practitioners can work on promoting and maintain a healthy lifestyle and environment by: ? Allowing children to have a balanced diet, this can be done by encouraging children to eat their five-a-day. By reading books and poems that they can join into, this will help children to remember the importance of having a balanced diet. By having fruit and vegetables provided for the children in school, helps them to eat at least on piece a day. The School Fruit & Vegetable scheme is a programme that helps to increase fruit & vegetable intake.This is important as each child deserves a healthy start in life as it may influence their health in the future. The School Fruit & Vegetable Scheme states: â€Å"By providing four to six year old children with an extra portion of fruit or vegetable each school day, along with a positive and enjoyable experience of eating fruit and vegetables, the scheme encourages children to develop positive atti tudes towards fruit and vegetables. † (www. dh. gov. uk) ? If a child is allowed regular exercise it allows motivation of brain activity, aids the digestive system, develops bone density and maintains it and strengths the muscles.Physical activities such as practical training, P. E. , climbing frames and riding bikes help children to develop social skills as they are playing with each other. The British Heart Foundation proposes â€Å"That children and young people need at least one hour of moderate activity a day. † This does not have to be done at one time, but can be at different times during the day. As young children are still developing practitioners should allow them to have a stop-start approach to exercise, when children are feeling tired they should be allowed to sit down and rest for the amount of time they want before getting up and playing again.Practitioners should encourage children to do exercise outside of the setting as well as inside. They could do th is by joining Walk to School 2008, when the practitioners talk about this with the children they are able to learn about the benefits of walking, road safety, awareness and the environment around them. 50% of children do not walk to school regularly and more are being driven to and from school, by being driven children are reducing their physical activity. ?Risk assessments identify and minimise risks, they are not created to make n environment risk free. Practitioners should encourage children to take risks, as long as they are managed and strongly supervised. By doing so they are promoting a healthy environment as all settings have risks, as long as these risks don’t stop children from doing anything they could help to create an enabling environment. Danks and Schofield state: â€Å"Life if full of risk, so the best way to prepare children for life is to ensure that they [learn] how to judge risk for themselves. † (Source: Danks, F. & Schofield, J (2005) Natureâ€⠄¢s Playground) E2/B1)There are many different types of legislations which helps to maintain that a child has a right to life, development, to be healthy and also the right for children to have an education. E3/E4) Factors such as housing, poverty, breast feeding and the child’s lifestyle may affect their health and well being at differing times in their lives. ?Housing affects the health of a child as it can cause a lot of diseases if the house is poorly maintained or designed the most remarkably is asthma. If a house is overcrowded it may be dangerous to a child's health as diseases may be transmitted between each family member.Poverty is linked with poor housing as if a family was to live on a low income it would be harder for them to heat the house as it would be expensive. In addition to this home insurance would be expensive for families in poor housing as these areas would be more likely to be hit by crime. As families are living on a lower income the furniture may be unsafe as they haven’t got the money to fix or buy another one. Poor housing effects children’s social skills as the parents may feel that they don’t want the child’s friends around as they are ashamed of the way they are living.As a result to this the children may feel left out of discussions that are happening in their setting. Children may also feel they are losing out as they do not have the space at home to do any extra activities, such as homework. ?Diet and exercise is important to a child as it plays a main part in their development. Breast feeding a baby gives them the best nutritional start in life, over the months, the milk’s composition changes to meet the nutritional needs of the baby as it growing and developing.By breast feeding it lowers the risk of cardiovascular disease, is associated with better cognitive development and the milk contains antibodies which means the baby is less likely to get a disease in their earliest months of life. They are less likely to develop food allergies, respiratory and gastrointestinal illnesses and are less likely to become obese adults. When breastfeeding the mother and baby are able to build a bond between them, furthermore as there is no sterilising it is more hygienic. As breast milk needs no preparation it is always ready, always at the right temperature and free.Mothers who have a lower income are more likely to breast feed immediately after birth, then bottle feed. ?Families and their communities have an effect on children, as some families like to spend there spare time playing sports and others looking after animals. As more children are staying indoors to play with friends on game consoles, computers and watching television they are not allowing themselves to physical activity outdoors. In addition to this if children were to play indoors, they do not have enough space to run around, as children are always reminded not to run inside and to slow down.So unless activiti es are carefully organised it can be hard for a larger scale activity to happen, which is why fine motor skills activities are usually promoted indoors. If a child is living with a lone parent who has an abusive partner, this could have an effect on the child, as the child may see the abusive behaviour and feel this is the way he/she should behave towards their parent. This may affect the child’s mental health as well. E5) Mealtime routines include following the parents instructions, as some parents may want their child to eat at certain times as it follows the routine the child has at home.Sometimes the parents may want to work with the practitioners to establish a regular mealtime routine. All children have different diets, e. g. lactose intolerant, vegetarian, gluten and wheat free diet etc, and this should all be taking into consideration. Practitioners and the child’s family should talk about which foods are and are not appropriate for the child before starting th e setting. Most children would prefer to use their fingers when eating, but should be given the opportunity to develop their skills by using a spoon, fork and then a knife.These should be the child sized versions and appropriate to the child’s age, level of development and culture. Children should also be encouraged to use the cutlery safely; in addition to this children should find mealtimes a pleasurable time and not feel like it is a battle zone. If children are put with other children it becomes a social experience of the eating there meal together. In the appendix, child K was observed while eating lunch, the intended learning objective was for her to use her spoon more instead of using her fingers to eat her lunch.When eating the child K behaved in a calm manner and followed the instructions that the practitioner had given her, when asked to use her spoon instead of her fingers. Child K was able to communicate with the practitioner in an effective way as she the practit ioner to open the yogurt for her. By looking at the appendix, I can see that child K is becoming more confident when using her spoon, as she would use her fingers at certain times but then go back to using her spoon; she was also able to use a pincer grip.At certain times when she could not use the spoon to pick up food she resulted back to her fingers. So by the end of the observation I feel like the intended learning objective was successful. Naptime routines are needed as most young children need lots of sleep. When putting children to bed it can sometimes be a challenging time. This is because the child can become stressed in addition to this it could also be a time of warmth and security. As all children may not want to sleep, practitioners could create a relaxed and quite rest time for them.Some children may have outgrown the need for a daytime sleep in that case there should be a restful mood created where children can do some quite activities, such as completing a jigsaw whi ch can help the body to unwind and rest. As all children are different they may have specific requirements to help them full asleep such as having a comforter or a glass/bottle of hot milk. If a child id with someone that is recognisable to them they may find it easier to fall asleep, then with someone that they are not so familiar with.As seen in the appendix, children between the ages of one and four years need an average of 10 and 14 hours sleep. As whilst asleep this is when the cells in the body and brain can repair themselves and are less vulnerable to illnesses and accidents. When the body is deprived of sleep a child’s concentration, temper and ability to learn is also affected. E6) Activity 1: Activity 😠 To grow watercress| (brief description)| | | We want the children to learn that growing part of their 5-a-day| | can be fun. In addition to this to help them try new foods, which| | they would have a hand in preparing. | This links with the EYFS as in Knowledg e and Understanding of| What do we want| the World (Exploration and Investigation pg 80). The early| the children to| learning goals for a child aged 40-60+ months are:| learn? | ? Investigating objectives and materials by using all of their| (learning intentions)| senses as appropriate. | | ? Find out about, and identify, some features of living things,| | objects and events they observe. | | ? Look closely at similarities, differences, patterns and change. | | ? Ask questions about why things happen and how things work. Number of children| Four| in group:| | Ages of children| 4 – 5 years old| the group:| | | In the weeks before the activity we will be the teaching the| | children about the importance of having 5-a-day and also about| How will the| how plants grow. On the day of the activity, which would be in the| activity be| morning, I would sit them on the carpet and explain to them what| introduced? | we are going to do which is growing our own watercress. I would| (Wha t will the adult| explain to them that this would be done in groups of four, so if| be doing?What will| they are not chosen the first time they would be chosen| the children be| throughout the morning, so everyone will have a go. A certain are| doing? )| of the room will be cornered of for the activity and the children| | would be told that they are only allowed in this area if| | accompanied with an adult. | How will the| I and each child will have a plant pot in front of them. I will| activity be| demonstrate to the children what they have to do while| developed? | encouraging the children to follow my actions i. e. putting soil in| (What will the adult| the plant pot the pushing the seeds into the soil and after| be doing?What will| watering the plant. Lastly each child will take their plant pot to the| the children be| designated area on the window ledge, so that their plants are| doing? )| able to get light. | Resources:| Soil| | Watercress Seeds| | Water| | Plant pots| | | Key vocabulary/| Grow| questions:| How long do you think it will take for the watercress to start| | growing? | How will individual| If a child finishes early give them something else to do but| needs be met? | remind them to wash their hands. If a child has difficulty help| (Differentiation)| them along so they don’t feel left out. | Plenary? I will once again bring the children to the carpet and ask them if| (How will you bring| they enjoyed the activity. I would then explain to them that the| the activity to a| activity is no over and that everyday each child will get to water| close? How will you| their plan, so we are able to watch them grow. | focus on the purpose| After a month or two, when the plants have grown, we will use| of the activity? )| the watercress in a salad that we make. After this done each| | child will be able to take their plant home. | | | Activity 2: Activity 😠 Informing teenagers why protected sex is important| (brief description)| |What do we want| To understand why we must protect ourselves when having sex. | the children to| | learn? | | (learning intentions)| | Number of children| 28 in the class but for certain activities they will be split into groups| in group:| of four. | Ages of children the| 15 – 16 years old| group:| | | Send out a letter to parents informing them that their child would be| How will the activity| taking part in a series of activities about STIs (Sexual Transmitted| be introduced? | Infections) and if they did not want their child to take part in this,| (What will the adult| they could inform us. be doing? What will| After this letter had been sent out, I would remind the children who| the children be| are participating the day before. The morning of the activity I would| doing? )| remind the teenagers to be on their best behaviour and if they feel| | uncomfortable about anything they would be allowed to leave the| | classroom. | | Throughout the morning there will be a range of activitie s, the| | teenagers will first fill out a questionnaire of what they know about| How will the activity| STIs and how they think they are transmitted. After this they would| be developed? be presented with a PowerPoint presentation about STIs. | (What will the adult| They will then get into groups of four and discuss what they have| be doing? What will| just seen and learnt. In addition to this in their groups of four, they| the children be| will have to make a poster on a chosen STI, leaflets and handouts| doing? )| will be given to them. After given the teenagers one hour to do that| | they would be allowed to feedback to the rest of the class. This| | allows the whole class to gain more knowledge and as it is group| | work allows the shyest of teenager participate. | | Resources:| Leaflets/Handouts| | Felt tips| | A3 sugar paper| | PowerPoint presentation| | http://www. nhs. uk/LiveWell/SexualHealth/Pages/Sexualhealthhome. | | aspx| | http://www. condomessentialwear. co. uk/| | ht tp://www. ruthinking. co. uk/| | http://sexperienceuk. channel4. com/| Key vocabulary/| STIs| questions:| | How will individual| By allowing children to walk out the class if they don’t feel| needs be met? | comfortable. | (Differentiation)| | Plenary? | Get the teenagers to fill out a questionnaire about what they have| (How will you bring| learnt throughout the morning. | he activity to a| Give them leaflets about different STI’s and allow the posters they| close? How will you| have done to be put up so to inform over teenagers, this will also| focus on the purpose| allow them to feel that their work is appreciated and it wasn’t just a| of the activity? )| pointless activity. | | | D1) Routines can promote and maintain a healthy lifestyle: ? Mealtime routines support healthy eating as once babies are weaned, it is important for them to eat a variety of healthy foods. As babies are still developing their sense of taste it is important this is when it happens.As children get older they will have more of a preference of what they would like to eat, but new foods could still be introduced if the child helps to prepare them, this would also help them improve their self-confidence as they are eating something that they helped to make. If children help to lay the table at mealtimes this would help them gain independence. Mealtime routines can promote a balanced diet, by eating a variety of fruit and vegetables, bread, other cereals and potatoes, meat, fish and alternatives, milk and dairy foods, foods containing fat and sugar.Children are able to develop a strong, well formed body; they would have enough energy to keep warm and active, grow to their full potential height, maintain an appropriate weight for their height and age. Hygiene is interlinked with mealtime routines, as both adults and children should wash their hands after visiting the toilet, changing a nappy and giving a feed, by doing this they will be preventing the spread of germs. By the adults doing this they can become role models to the children, which encourages them to wash their hands. In addition to this it should be explained to children why they are washing their hands e. . they are dirty and may have germs on them. There should be soap and water for them to wash their hands and individual towels for the children to dry them, preventing the spread of germs. As children get older To allow children to have a structure, as children start to understand at certain times they will have to do activities. they should be encouraged to wash their hands and face by themselves, this allows them to gain independence. Furthermore it helps them with gaining confidence to wash when at home, as they have done it at nursery. Sleep/rest routines promote a healthy environment as when children are tired they become restless and irritable, where they find it hard to control their emotions. By having this sort of routine the children are able to unwind from the activities that they have done and allow their bodies to prepare for oncoming activities. Children need specific hours of sleep; this can be done with a sleep pattern throughout the day. This also helps the children as they know at certain times of the day it is time for them to sleep and unwind.When sleeping the body’s heart rate, bodily functions and breathing slow down meaning that when they wake they feel more refreshed and allows concentration, frame of mind and memory to function properly. If children are deprived from sleep it can cause the brain to suffer long deprivation. When children wake they may feel unsettled, so the child should be made to feel comforted. As the body loses water when it is asleep children should be offered a drink of water when woken. As well as children who are toilet trained should be familiar with the fact that when they wake they should use the toilet.Activities can promote and maintain a healthy lifestyle: ? In my first activity in E6 (cooking potat oes and vegetables) it interlinks with children having their 5-a-day, it also encourages them to help when preparing food. As potato is a vegetable it counts as one of their 5-a-day if a handful is eating. Even if a child is not keen on vegetables, when helping to prepare food the child is more likely to eat it. This is also a social event as the children are able to sit and talk together, which also develops respects for each other. In an everyday environment e. . a setting, practitioners could provide opportunities of different foods to children in a relaxed environment, which allows a unique chance to encourage healthy eating alongside the growth of educational and social skills. â€Å"Young people’s eating patterns can be shaped through a variety of routes. Schools offer most important opportunity for educating children on nutritional issues and facilitating and encouraging healthy eating patterns alongside the development of academic and social skills. † (Source: www. thesnackpack. net (2002))When using the watercress in meals it is important that the children use their sense of smell, they will also enjoy the fact that they grew it themselves this links with the EYFS. C1) The reason for planning and implementing activities which contribute to promoting and maintaining a healthy lifestyle are: ? ?Planning activities help to identify children’s needs, and provide for them. E. g. a washing clothes activity, things such as fragrances and chemicals in the washing powder could make the child’s eczema flare up, so if an activity like this was to be planned biological soap powder would be preferred.This would help the practitioner plan, to every child’s need no matter the age or size. These plans should be established on the child’s abilities and be able to support them rather then on the age norms for the child. ?When planning trips the child to staff ratio is considered, as it is important that there are enough staff m ember, so that children are kept a watchful eye on and are in a safe environment. If there is not enough staff members this will not be possible and children are at a higher risk of going missing.They would also be able to look at activities that they have done before to see if improvements can be made for the next time. ?If activities are not planned correctly there can be risks associated with they activity, where children can be put in harm and danger. When making risk assessments it is important to: 1. Recognize the hazard/s (which is anything that may cause harm to yourself or the child? ) 2. Decide who the hazard may affect and how? 3. Evaluate the risks and decide on precautions. 4. Record the findings and put them into practice. 5. Review the risk assessment.By reviewing the assessment the practitioner would be able to see if it has got better, and if the hazard is still there, if anything needs changing it is possible. They will also be able to go back to the assessment if anything was to go wrong. ? When children have special needs, it is important to incorporate this with the planning of the setting. As they may need outside help to support the needs of the child. Child psychiatrists are an example of this as they work with children who are showing emotional and depression difficulties. As these doctors have been trained in mental health they specialise in helping children.This helps support children to develop in areas which they are struggling in but because of emotional difficulties are missing out on. E2/B1) There are several different legislations that support the rights of children to a healthy lifestyle and help to safeguard and underpin the rights of children in life. The United Nations Convention on the Rights of the Child is one regulation that supports this. This regulation is an international agreement, which was drawn up in 1989; it applies to all children and young people under the age of 18 years.Article 2 (from the Little Book of Chi ldren’s Rights ; Responsibilities, given by Angela Marney on Wednesday 8th October 2008) says that â€Å"The convention applies to everyone, whatever their race, religion, abilities, whatever they think or say, whatever type of family they come from. † This article shows that practitioners and the government should be diverse when dealing with children. In addition to this it shows that children should be treated equally by adults no matter their race or colour as by doing this the children are learning by modelling the behaviour of the adult.If a child is not treated equally they may feel left out and it may emotionally distress the child, meaning that the child may feel different compared to the other children. Article 12 (from the Little Book of Children’s Rights ; Responsibilities, given by Angela Marney on Wednesday 8th October 2008) says, â€Å"Children have the right to say what they think should happen, when adults are making decisions that affect them, and to have their opinions taken into account. † This article shows that children’s opinions are important and should be taking into consideration and should be consulted hen their parents are separating, as the child should have a preference of who they stay with. As the child decision may not be final, it would be taking into consideration, when trying to make that final decision. Article 19 (from the Little Book of Children’s Rights ; Responsibilities, given by Angela Marney on Wednesday 8th October 2008) says, â€Å"Governments should ensure that children are properly cared for, and protect them from violence, abuse and neglect by their parents, or anyone else who looks after them. This article is important as children should not be subjected to cruelty. Children are being subjected to cruelty by the same people that are meant to be protecting them from the world; no adult has the right to subject any child to this. The Children Act 1989 also helps to suppo rt the rights of children. â€Å"The Children Act 1989 covers the following: ?reforms the law relating to children; ?makes provision for local authority services for children in need and others; ? amends the law with respect to children's homes, community home, voluntary homes and voluntary organisations; ? akes provision with respect to fostering, child minding and day care for young children and adoption, and for connected purposes. † (Source: http://www. dcsf. gov. uk/childrenactreport/ Accessed: 19/01/2009) It was updated in 2004 to include Every Child Matters: Change for Children, this was an approach to look for the well-being of children and young people from birth to 19 years. The aim of this is to make sure that every child, whether their background or their circumstances, to have the support they need to: ? Be healthy ?Stay safe Enjoy and achieve ?Make a positive contribution ?Achieve economic well-being. Any organisation that is involved with providing services for children, teams up to provide new ways to work together and share information to help protect children from harm and help them to achieve what they want in life. A1) My first experience was an afternoon trip to The Co-Operative. We took a group of children aged 2-3 years, after they had woken from there afternoon nap. The aim of the trip was to teach the children about the different fruit and vegetables.As there were only four children there was me and one member of staff, we both had two children, we walked as The Co- Operative wasn’t far from us. We made sure that the children had their coats so that they could stay warm. The only major barrier was that we had to cross the road, as there was a zebra crossing we used that. There was also a lollipop lady, we made sure that they looked left and right to see if any cars were coming and explained to them why we were doing this. When arriving at The Co-Operative we made sure that the children stayed close and were in eye sight a t all times.When we found the fruit and vegetables, we asked them questions, such as if they knew what they were called and if they knew the colours of them. My second experience was a trip to the park; the children had finished their morning activities. There were three members of staff and me, we took a group of eight children, and like the first activity there were two children to each adult but this time the children’s ages ranged between 2-4 years. The reason for the trip was for the children to get some fresh air and to exercise.As it was a sunny day the children did not need coats but all had jumpers on. We had to cross the road at an island as this was the safest way. When arriving at the park the children were only allowed to play in the designated area, which we made sure that we supervised very strictly. My first experience to The Co-Operative linked to the planning of the setting as at the time they were reading the book Handa’s Surprise, and they were lear ning about all the different fruits that were in that book and we were also helping them learn new vegetables.It also helps them to improve on their vocabulary and counting as we asked them how many items we had at the end of their shopping trip. It encourages them to eat health, which relates to healthy eating. My second experience to the park was linked to the planning of the setting as they would usually go outside to play in the garden, so we decided to give them more space to run around. When walking back from the park we asked them if they enjoyed their time, what they played on and if they wanted to go back soon, which helped the children to extend their vocabulary. The trip to the park helped them to have a daily ose of exercise. The cultural and social factors that were considered is that no child is discriminated against, that none of the children where there were made to feel left out and that their opinions and needs were respected, so they were treated as individuals. N o matter what their race, religion, age or ability. For the first experience we made sure that it was appropriate for the children’s age. The social factors that were considered were to make sure that they interacted with each other and us as the practitioners; we made sure that they held the practitioner hand so they were safe.We also made sure that they were interacting with other children and not just their usual circle of friends, by doing this the children got to build new relationships. It was important that children listened and followed the instructions and directions that were given to them by the practitioners; as if the instructions were not followed properly the children’s life could be put in danger. I feel that I was effective in both experiences as I asked the children questions, on the way back and asked them what they had remembered from the trip on the way back.I was able to follow the instructions given to me in a calm manner and explain to my superv isor how both experiences were when I returned. The children listened and interacted to each other and to us as practitioners without any problems. The fact that they were both small group I was able to give the children support and the attention they needed, which helps them with their concentration and listening skills. During both experiences I was able to interact with the children and staff and monitor the behaviour and what was happening with the children’s progress