Gadget Computer and Academic Performance - 2555 Words

NEW ERA UNIVERSITY #9 Central Avenue, New Era, Quezon City Gadgets Obsession and Academic Performance Of High School Students Submitted by : Go, JolinaQ. Colintava, Lanimarie Dizon, Mark Lean Salvador, Angel G. Chapter 1 THE PROBLEM AND ITS BACKGROUND INTRODUCTION Gadget refers to any electronic device that has specific functions like voice recording, music playing, surveillance, video playing, photos displaying, etc. The advantage here is that because of its mobility, it can help you lessen the time you consume in your work load. Most school systems have technology standards that all students must attain at various points throughout their education. Education standards are guidelines that define the knowledge and†¦show more content†¦Gadgets compile many products in one. But over using them tends to change its usefulness to destruction, therefore users who are experiencing addiction to gadgets seems to be more noticeable as it greatly affects their psychological ability and of course their social interaction that is why we made this study to figure out, how gadgets dramatically affects the performance of the students. STATEMENT OF THE PROBLEM This study aims to know the effect of obsession to the academic performance of High School students. Specifically this study seeks to answer the following question: This study specifically answers the following questions: 1. What is the demographic profile of the respondents in terms of: 1.1Gender 1.2 Economical Status 2. What are the different gadgets being obsessed by the students? 3. What is the activity you mostly do in your gadget 4. How do gadgets affect their everyday life? 5. Is there a significant relationship between the students obsession of the different gadgets in their overall performance? 6. How may the results of the study be utilized to enhance the academic performance of the students? SIGNIFICANCE OF THE STUDY This research is with great significance to the readers because life generally demands, challenging, fast phasing and unstoppable because of continuous evolution of technology and its consequences. For students to serveShow MoreRelatedTechnology And Its Impact On Human Life And Improvement Of The Socio Economic Relations1638 Words   |  7 PagesThe use of technology is worldwide domineering owing to its impact on human life and improvement of the socio-economic relations worldwide. For instance, the wireless communication involving mobile phones and computers are the fastest diffusing globally. This has given technology a lot of popularity among the teens and the youths. One thing we have to agree on is that technology cannot be done away with from students since it helps them in preparing for the real world. Therefore, for them to be relevantRead MoreRelation of Computer Literacy to Students Academic Performance1519 Words   |  7 Pagestaken the time to learn about computers often do not even know what to do once one has been turned on, and this problem should be corrected. That is why all high schools must make a computer literacy course a requirement for graduation. Alth ough a computer course would take away two or three periods of a high school students weekly schedule, it will be well worth it in the real world with so many careers today involving a knowledge of a computers basic functions, computer literacy plays a big partRead MoreAcademic Performance and Use of Electronic Gadgets Among Secondary Students2033 Words   |  9 Pagesand convenient. Today, the world has turned into a world of electronic gadgets. The electronic gadgets have advanced in various ways. Today, you will find gadgets that fulfill your everyday needs. These gadgets can be anything from a grinder to a camcorder to a laptop.   The origins of the word gadget trace back to the 19th century. According to the  Oxford English Dictionary, there is anecdotal evidence for the use of gadget as a  placeholder name  for a technical item whose precise name one cantRead MoreImpacts of Technology Dependency on the Academic Performance of Usls Students1490 Words   |  6 Pagessuch as playing Gameboy, watching DVDs, or listening to music players. They tend to be less involved in academic life. Positive impacts will be an important part of this study, for which technology used for academic engagement. A student may use computers, electronic mails, or a cellular phone for social purposes, however, those same technologies will also be use for communication on academic matters, thereby increasing educational involvement. According to Maxima J. Acelajado, (Ph.D., De LaRead MoreLiterature Review : A Research Essay1741 Words   |  7 Pagesnetworking sites (also called social media websites) has also been facilitated by technological advancements and development in recent years. Today, there are numerous gadgets and electronics that can be used to access the internet from anywhere in the world. They include; smartphones, tablets, phablets, laptops, and personal computers among other devices. Today, even television sets can be used to access the internet (Kirschner and Karpinski, 2010). In addition, internet connectivity and speed hasRead MoreThe Myth Of The Ant Queen By Steven Johnson1420 Words   |  6 Pagesmake technology to what they want. Davidson noted that in the Dukes experiment, the student had spent their entire childhood life with computers. Rather than technology changing the students, the students changed the iPod, a gadget merely made for music into an academic tool with different apps to accommodate various subjects. Johnsons notes that the digital computers learn on their own when he states, â€Å"proposing a model of the process which we claim can adaptively improve itself to handle particularRead MoreAssistive Technology And Instructional Technology1551 Words   |  7 Pagesboth Assistive Technology and Instructional technology one may begin to see how they can both beneficial to student with disabilities. To understand Assistive technology (A.T.), we first should defined it. Assistive technology is defined as, as any gadget/equipment for and exceptional individual that helps to counter-balance their specific disability(s). (Stanberry Raskind, 2009, para.4) In clearer terms A.T. is any device that is used to help someone with a disability complete daily tasks. TheRead MoreFactors Affecting the Study Habits and Attitudes of 1st Yr Bsa Student of Pup-Src1669 Words   |  7 PagesFactors affecting the study habits and attitudes of 1st yr BSA student of PUP-SRC Objectives * this study is to provide awareness and better understanding of how their current study habits affected their academic performance to 1st year college students *   gives them a more focused and clear perspective on how the specific behaviors related to their studies influenced study habits * this study also gives a much deeper understanding of their selves as students considering that the collegeRead MoreTechnology Has Impacted Our Lives6520 Words   |  27 Pages INTRODUCTION Technology impacts our daily lives in every field, from the cars we drive, cell phones we use, computers and networks we access and the power we consume! Technology and human life cannot be separated; society has a cyclic co-dependence on technology. We use technological gadgets like laptops, smart phones, tablets, television and services like internet that serves lots of lucrative social networking sites like skype, twitter, facebook, whats app etc. in our daily life and our needsRead MoreComputer Engineering At Shanghai Jiao Tong University961 Words   |  4 PagesDuring my college career, through various challenging courses and research experience, as a computer engineering major, I not only obtained a solid background knowledge in this field but developed an analytical mind for research and a passion to continuing working in computer architecture. After deliberating on my future, I decided to apply for the Ph.D. program at (department of Computer Science Engineering) at (the Pe nnsylvania State University). I was honored to be admitted to the dual degree

College Pressure Free Essays

string(103) " of them is a different person, starting from a different point and bound for a different destination\." â€Å"What’s wrong with the students of today? Back when I was a student we had a better attitude! † Criticisms like this are often heard from parents and teachers, in the newspapers and other media? And it’s been that way ever since education began. No matter what society or era you consider, there are always plenty of wise authorities pointing out that â€Å"The students of today† are somehow failing to grasp the true meaning of university education. Or maybe it’s the other way around: Are universities failing to grasp the true meaning of students? This text examines different aspects of this question and discusses the many pressures that modern students face. We will write a custom essay sample on College Pressure or any similar topic only for you Order Now College  Pressures William Zinsser I am master of Branford College at Yale. I live on the campus and know the students well. (We have 485 of them. ) I listen to their hopes and fears — and also to their stereo music and their piercing cries in the dead of night (â€Å"Does anybody care? â€Å"). They come to me to ask how to get through the rest of their lives. Mainly I try to remind them that the road ahead is a long one and that it will have more unexpected turns than they think. There will be plenty of time to change jobs, change careers, change whole attitudes and approaches. They don’t want to hear such news. They want a map — right now — that they can follow directly to career security, financial security, social security and, presumably, a prepaid grave. What I wish for all students is some release from the grim grip of the future. I wish them a chance to enjoy each segment of their education as an experience in itself and not as a tiresome requirement in preparation for the next step. I wish them the right to experiment, to trip and fall, to learn that defeat is as educational as victory and is not the end of the world. My wish, of course, is naive. One of the few rights that America does not proclaim is the right to fail. Achievement is the national god, worshipped in our media — the million-dollar athlete, the wealthy executive — and glorified in our praise of possessions. In the presence of such a potent state religion, the young are growing up old. I see four kinds of pressure working on college students today: economic pressure, parental pressure, peer pressure, and self-induced pressure. It’s easy to look around for bad guys — to blame the colleges for charging too much money, the professors for assigning too much work, the parents for pushing their children too far, the students for driving themselves too hard. But there are no bad guys, only victims. Today it is not unusual for a student, even one who works part time at college and full time during the summer, to have accumulated $5,000 in loans after four years — loans that the student must start to repay within one year after graduation (and incidentally, not all these loans are low-interest, as many non-students believe). Encouraged at the commencement ceremony to go forth into the world, students are already behind as they go forth. How can they not feel under pressure throughout college to prepare for this day of reckoning? Women at Yale are under even more pressure than men to justify their expensive education to themselves, their parents, and society. For although they leave college superbly equipped to bring fresh leadership to traditionally male jobs, society hasn’t yet caught up with this fact. Along with economic pressure goes parental pressure. Inevitably, the two are deeply intertwined. I see students taking premedical courses with joyless determination. They go off to their labs as if they were going to the dentist. It saddens me because I know them in other corners of their life as cheerful people. â€Å"Do you want to go to medical school? † I ask them. â€Å"I guess so,† they say, without conviction, or, â€Å"Not really. †    â€Å"Then why are you going? † â€Å"My parents want me to be a doctor. They’re paying all this money and †¦ †   Ã‚   Peer pressure and self-induced pressure are also intertwined, and they begin from the very start of freshman year. I had a freshman student I’ll call Linda,† one instructor told me, â€Å"who came in and said she was under terrible pressure because her roommate, Barbara, was much brighter and studied all the time. I couldn’t tell her that Barbara had come in two hours earlier to say the same thing about Linda. † The story is almost funny — except that it’s not. It’s a symptom of all the pressures put together. When every student thinks every other student is working harder and doing better, the only solution is to study harder still. I see students going off to the library every night after dinner and coming back when it closes at midnight. I wish they could sometimes forget about their peers and go to a movie. I hear the rattling of typewriters in the hours before dawn. I see the tension in their eyes when exams are approaching and papers are due: â€Å"Will I get everything done? †   Ã‚  Ã‚   Probably they won’t. They will get sick. They will sleep. They will oversleep. They will bug out. I’ve painted too grim a portrait of today’s students, making them seem too solemn. That’s only half of their story; the other half is that these students are nice people, and easy to like. They’re quick to laugh and to offer friendship. They’re more considerate of one another than any student generation I’ve ever known. If I’ve described them primarily as driven creatures who largely ignore the joyful side of life, it’s because that’s where the problem is — not only at Yale but throughout American education. It’s why I think we should all be worried about the values that are nurturing a generation so fearful of risk and so goal-obsessed at such an early age. I tell students that there is no one â€Å"right† way to get ahead — that each of them is a different person, starting from a different point and bound for a different destination. You read "College Pressure" in category "Papers" I tell them that change is healthy and that people don’t have to fit into pre-arranged slots. One of my ways of telling them is to invite men and women who have achieved success outside the academic world to come and talk informally with my students during the year. I invite heads of companies, editors of magazines, politicians, Broadway producers, artists, writers, economists, photographers, scientists, historians — a mixed bag of achievers. I ask them to say a few words about how they got started. The students always assume that they started in their present profession and knew all along that it was what they wanted to do. But in fact, most of them got where they are by a circuitous route, after many side trips. The students are startled. They can hardly conceive of a career that was not preplanned. They can hardly imagine allowing the hand of God or chance to lead them down some unforeseen trail. College Pressures by William Zinsser( , ) , , , Dear Carlos: I desperately need a dean’s excuse for my chem midterm which will begin in about 1 hour. All I can say is that I totally blew it this week. I’ve fallen incredibly, inconceivably behind. Carlos: Help! I’m anxious to hear from you. I’ll be in my room and won’t leave it until I hear from you. Tomorrow is the last day for †¦Ã¢â‚¬ ¦. Carlos: I left town because I started bugging out again. I stayed up all night to finish a take-home make-up exam and am typing it to hand in on the 10th. It was due on the 5th. P. S. I’m going to the dentist. Pain is pretty bad. Carlos: Probably by Friday I’ll be able to get back to my studies. Right now I’m going to take a long walk. This whole thing has taken a lot out of me. Carlos: I’m really up the proverbial creek. The problem is I really bombed the history final. Since I need that course for my major I †¦. Carlos: Here follows a tale of woe. I went home this weekend, had to help my Mom, and caught a fever so didn’t have much time to study. My professor †¦.. Carlos: Aargh!! Trouble. Nothing original but everything’s piling up at once. To be brief, my job interview †¦.. Hey Carlos, good news! I’ve got mononucleosis. Who are these wretched supplicants, scribbling notes so laden with anxiety, seeking such miracles of postponement and balm? They are men and women who belong to Branford College, one of the twelve residential colleges at Yale University, and the messages are just a few of the hundreds that they left for their dean, Carlos Hortas — often slipped under his door at 4 a. m. — last year. But students like the ones who wrote those notes can also be found on campuses from coast to coast — especially in New England, and at many other private colleges across the country that have high academic standards and highly motivated students. Nobody could doubt that the notes are real. In their urgency and their gallows humor they are authentic voices of a generation that is panicky to succeed. My own connection with the message writers is that I am master of Branford College. I live in its Gothic quadrangle and know the students well. (We have 485 of them. ) I am privy to their hopes and fears — and also to their stereo music and their piercing cries in the dead of night (â€Å"Does anybody ca-a-are? â€Å"). If they went to Carlos to ask how to get through tomorrow, they come to me to ask how to get through the rest of their lives. Mainly I try to remind them that the road ahead is a long one and that it will have more unexpected turns than they think. There will be plenty of time to change jobs, change careers, change whole attitudes and approaches. They don’t want to hear such liberating news. They want a map — right now — that they can follow unswervingly to career security, financial security, social security and, presumably, a prepaid grave. What I wish for all students is some release from the clammy grip of the future. I wish them a chance to savor each segment of their education as an experience in itself and not as a grim preparation for the next step. I wish them the right to experiment, to trip and fall, to learn that defeat is as instructive as victory and is not the end of the world. My wish, of course, is naive. One of the few rights that America does not proclaim is the right to fail. Achievement is the national god, venerated in our media — the million dollar athlete, the wealthy executive — and the glorified in our praise of possessions. In the presence of such a potent state religion, the young are growing up old. I see four kinds of pressure working on college students today: economic pressure, parental pressure, peer pressure, and self-induced pressure. It is easy to look around for villians — to blame the colleges for charging too much money, the professors for assigning too much work, the parents for pushing their children too far, the students for driving themselves too hard. But there are are no villians, only victims. â€Å"In the late 1960’s,† one dean told me, â€Å"the typical question that I got from students was, ‘Why is there so much suffering in the world? ‘ or ‘How can I make a contribution? ‘ Today it’s, ‘Do you think it would look better for getting into law school if I did a double major in history and political science, or just majored in one of them? Many other deans confirmed this pattern. One said, â€Å"They’re trying to find an edge — the intangible something that will look better on paper if two students are about equal. † Note the emphasis on looking better. The transcript has become a sacred document, the passport to security. Ho w one appears on paper is more important than how one appears in person. A is for Admirable and B is for Borderline, even though, in Yale’s official system of grading, A means â€Å"excellent† and B means â€Å"very good. † Today, looking very good is no longer enough, especially for students who hope to go on to law school or medical school. They know that entrance into the better schools will be an entrance into the better law firms and better medical practices where they will make a lot of money. They also know that the odds are harsh, Yale Law School, for instance, matriculates 170 students from an applicant pool of 3,700; Harvard enrolls 550 from a pool of 7,000. It’s all very well for those of us who write letters of recommendation for our students to stress the qualities of humanity that will make them good lawyers or doctors. And it’s nice to think that admission officers are really reading our letters and looking for the extra dimension of commitment or concern. Still, it would be hard for a student not to visualize these officers shuffling so many transcripts studded with A’s that they regard a B as positively shameful. The pressure is almost as heavy on students who just want to graduate and get a job. Long gone are the days of the â€Å"gentlemen’s C,† when students journeyed through college with a certain relaxation, sampling a wide variety of courses — music, art, philosophy, classics, anthropology, poetry, religion — that would send them out as liberally educated men and women. If I were an employer I would employ graduates who have this range and curiousity rather than those who narrowly purused safe subjects and high grades. I know countless students whose inquiring minds exhilarate me. I like to hear the play of their ideas. I don’t know if they are getting A’s or C’s, and I don’t care. I also like them as people. The country needs them, and they will find satisfying jobs. I tell them to relax. They can’t. Nor can I blame them. They live in a brutal economy. Tuition, room, and board at most private colleges now comes to at least $7,000, not counting books and fees. This might seem to suggest that the colleges are getting rich. But they are equally battered by inflation. Tuition covers only 60% of what it costs to educate a student, and ordinarily the remainder comes from what colleges receive in endowments, grants, and gifts. Now the remainder keeps being swallowed by the cruel costs higher every year, of just opening the doors. Heating oil is up. Insurance is up. Postage is up. Health premium costs are up. Everything is up. Deficits are up. We are witnessing in America the creation of a brotherhood of paupers — colleges, parents and students, joined by the common bond of debt. Today it is not unusual for a student, even if he works part-time at college and full-time during the summer, to accrue $5,000 in loans after four years — loans that he must start to repay within one year after graduation. Exhorted at commencement to go forth into the world, he is already behind as he goes forth. How could he not feel under pressure throughout college to prepare for this day of reckoning? I have used â€Å"he,† incidentally, only for brevity. Women at Yale are under no less pressure to justify their expensive education to themsleves, their parents, and society. In fact, they are probably under more pressure. For although they leave college superbly equipped to bring fresh leadership to traditionally male jobs, society hasn’t yet caught up with that fact. Along with economic pressure goes parental pressure. Inevitably, the two are deeply intertwined. I see many students taking pre-medical courses with joyless tenacity. They go off to their labs as if they were going to the dentist. It saddens me because I know them in other corners of their life as cheerful people. â€Å"Do you want to go to medical school? I ask them. â€Å"I guess so,† they say, without conviction, or â€Å"Not really. † â€Å"Then why are you going? † â€Å"Well, my parents want me to be a doctor. They’re paying all this money and †¦ † Poor students, poor parents. They are caught in one of the oldest webs of love and duty and guilt. The parents mean well; they are trying to steer their sons and daughters toward a secure futu re. But the sons and daughters want to major in history or classics or philosophy — subjects with no â€Å"practical† value. Where’s the payoff on the humanities? It’s not easy to persuade such loving parents that the humanities do, indeed, pay off. The intellectual faculties developed by studying subjects like history and classics — an ability to synthesize and relate, to weigh cause and effect, to see events in perspective — are just the faculties that make creative leaders in business or almost any general field. Still, many thaters would rather put their money on courses that point toward a specific profession — courses that are pre-law, pre-medical, pre-business, or as I sometimes put it, â€Å"pre-rich. † But the pressure on students is severe. They are truly torn. One part of them feels obligated to fulfill their parents’ expectations; after all, their parents are older and presumably wiser. Another part tells them that the expectations that are right for their parents are not right for them. I know a student who wants to be an artist. She is very obviously an artist and will be a good one — she has already had several modest local exhibits. Meanwhile she is growing as a well-rounded person and taking humanistic subjects that will enrich the inner resources out of which her art will grow. But her father is strongly opposed. He thinks that an artist is a â€Å"dumb† thing to be. The student vacillates and tries to please everybody. She keeps up with her art somewhat furtively and takes some of the â€Å"dumb† courses her father wants her to take — at least they are dumb courses for her. She is a free spirit on a campus of tense students — no small achievement in itself — she deserves to follow her muse. Peer pressure and self-induced pressure are also intertwined, and they begin almost at the beginning of freshman year. I had a freshman student I’ll call Linda, † one dean told me, â€Å"who came in and said she was under terrible pressure because her roommate, Barbara, was much brighter and studied all the time. I couldn’t tell her that Barabra had come in two hours earlier to say the same thing about Linda. † The story is almost funny — except that it’s not. It’s symptomatic of all the pressures put together. When every student thinks every other student is working harder and doing better, the only solution is to study harder still. I see students going off to the library every night after dinner and coming back when it closes at midnight. I wish they would sometimes forget about their peers and go to a movie. I hear the clack of typewriters in the hours before dawn. I see the tension in their eyes when exams are approaching and papers are due : â€Å"Will I get everything done? † Probably they won’t. They will get sick. They will get â€Å"blocked†. They will sleep. They will oversleep. They will bug out. Hey Carlos, Help! Part of the problem is that they do more than they are expected to do. A professor will assign five-page papers. Several students will start writing ten-page papers, and a few will raise the ante to fifteen. Pity the poor student who is still just doing the assignment. â€Å"Once you have twenty or thirty percent of the student population deliberately overexerting,† one dean points out, â€Å"it’s just bad for everybody. When a teacher gets more and more effort from his class, the student who is doing normal work can be perceived as not doing well. The tactic works, psychologically. † Why can’t the professor just cut back and not accept longer papers? He can and he probably will. But by then the term will be half over and the damage done. Grade fever is highly contagious and not easily reversed. Besides, the professor’s main concern is with his course. He knows his students only in relation to the course and doesn’t know that they are also overexerting in their other courses. Nor is it really his business. He didn’t sign up for dealing with the student as a whole person and with all the emotional baggage the student brought from home. That’s what deans, masters, chaplains, and psychiatrists are for. To some extent this is nothing new: a certain number of professors have always been self-contained islands of scholarship and shyness, more comfortable with books than with people. But the new pauperism has widened the gap still further, for professors who actually like to spend time with students don’t have as much time to spend. They also are overexerting. If they are young, they are busy trying to publish in order not to perish, hanging by their fingernails onto a shrinking profession. If they are old and tenured, they are buried under the duties of administering departments — as departmental chairmen or members of committees — that have been thinned out by the budgetary axe. Ultimately it will be the student’s own business to break the circles in which they are trapped. They are too young to be prisoners of their parents’ dreams and their classmates’ fears. They must be jolted into believing in themselves as unique men and women who have the power to shape their own future. â€Å"Violence is being done to the undergraduate experience,† says Carlos Horta. â€Å"College should be open-ended; at the end it should open many, many roads. Instead, students are choosing their goal in advance, and their choices narrow as they go along, it’s almost as if they think that the country has been codified in the type of jobs that exist — that they’ve got to fit into certain slots. Therefore, fit into the best-paying slot. † â€Å"They ought to take chances. Not taking chances will lead to a life of colorless mediocrity. They’ll be comfortable. But something in the spirit will be missing. † I have painted too drab a portrait of today’s students, making them seem a solemn lot. That is only half of their story: if they were so dreary I wouldn’t so thoroughly enjoy their company. The other half is that they are easy to like. They are quick to laugh and to offer friendship. They are not introverts. They are unusually kind and are more considerate of one another than any student generation I have known. Nor are they so obsessed with their studies that they avoid sports and extra-curricular activities. On the contrary, they juggle their crowded hours to play on a variety of teams, peform with musical and dramatic groups, and write for campus publications. But this in turn is one more cause of anxiety. There are too many choices. Academically, they have 1,300 courses to select from; outside class they have to decide how much spare time they can spare and how to spend it. This means that they engage in fewer extracurricular pursuits than their predecessors did. If they want to row on the crew and play in the symphony they will eliminate one; in the ’60’s they would have done both. They also tend to choose activities that are self-limiting. Drama, for instance, is flourishing in all twelve of Yale’s residential colleges as it never has before. Students hurl themselves into these productions — as actors, directors, carpenters, and technicians — with a dedication to create the best possible play, knowing that the day will come when the run will end and they can get back to their studies. They also can’t afford to be the willing slave for organizations like the Yale Daily News. Last spring at the one hundredth anniversary banquet of that paper whose past chairmen include such once and future kings as Potter Stewart, Kingman Brewster, and William F. Buckley, Jr. — much was made of the fact that the editorial staff used to be small and totally committed and that â€Å"newsies† routinely worked fifty hours a week. In effect they belonged to a club; Newsies is how they defined themselves at Yale. Today’s student will write one or two articles a week, when he can, and he defines himself as a student. I’ve never heard the word Newsie except at the banquet. If I have described the modern undergraduate primarily as a driven creature who is largely ignoring the blithe spirit inside who keeps trying to come out and play, it’s because that’s where the crunch is, not only at Yale but throughout American education. It’s why I think we should all be worried about the values that are nurturing a generation so fearful of risk and so goal-obsessed at such an early age. I tell students that there is no one â€Å"right† way to get ahead — that each of them is a different person, starting from a different point and bound for a different destination. I tell them that change is a tonic and that all the slots are not codified nor the frontiers closed. One of my ways of telling them is to invite men and women who have achieved success outside the academic world to come and talk informally with my students during the year. They are heads of companies or ad agencies, editors of magazines, politicians, public officials, television magnates, labor leaders, business executives, Broadway producers, artists, writers, economists, photographers, scientists, historians — a mixed bag of achievers. I ask them to say a few words about how they got started. The students assume that they started in their present profession and knew all along that it was what they wanted to do. Luckily for me, most of them got into their field by a circuitious route, to their surprise, after many detours. The students are startled. They can hardly conceive of a career that was not pre-planned. They can hardly imagine allowing the hand of God or chance to nudge them down some unforeseen trail. How to cite College Pressure, Papers

Clinical Assessment of TIA Leading to Stroke-Samples for Student

Question: You are required to demonstrate your understanding through guided application of the subjective and objective data gained from a patient situation to selected components of the clinical reasoning cycle. Answer: Patient situation: A 59 year old widow named Mrs. Amari was brought to the emergency department by her son, Niko. He noticed a sudden slurring in her mothers speech with drooped face on one side. She reported her son about the numbness of right side of her face including her right arm. Niko brought her to the hospital after having a fear of stroke. Previous history: Her mother had a history of hypertension with hypercholesterolemia with 25 years of tobacco usage which she had stopped ten years ago. She showed a positive history of family line with heart disease. She does not follow a regular exercise regimen with occasional walk in neighbourhood. Primary assessment: The nursing staff in the emergency department assessed her and found a slight diversion of mouth in the right side with speech slightly slurred. Further assessment showed no such weakness with steady gait and could swallow without any difficulty. She followed all the commands and looked oriented. The pupal examination showed round, equal and normally reacting to light (4mm to 2mm). No such nystagmus was noted. She did not complain of any kind of headache followed by nausea, vomiting, chest pain, diaphoresis or visual complaints. Information gathered: On examining her vital signs her temperature was 36.7C with an increased blood pressure of 148/97mmHg, pulse recorded 81, respiratory rate was 14 and the oxygen saturation was 94%. Numbering through Glasgow Coma Scale showed 15 with 6.6mmol/L blood glucose level. Based on the history and examination result she was diagnosed by a transient ischemic attack (TIA) also termed as mini attack. A scan of the head computed tomography (CT) showed no such change in intracranial structure with MRI (Magnetic Resonance Imagery) reports normal. The neurologist referred her to the stroke unit for further observation followed by treatment. Current situation: The visit to Mrs. Amari in the next day showed some changes in the clinical features. Her speech sounded slurry with drooped mouth in the right side. Examining her vital signs should an elevated change in blood pressure to 175/105mmHg with decrease in the SpO2 by 92%. The examination history showed consistency with the TIA. The change in the vital signs with increased ABCD scores (The Airway, Breathing, Circulation, Disability) constituted a risk of stroke in the upcoming 48 hours (Daniels et al. 2012). Hence, in this clinical report based on the case study of Mrs. Amari the methods relating the assessment, diagnosis and management of TIA followed by stoke signs will be evaluated with required interventions. Epidemiology with aetiology: Transient ischemic attack (TIA) is a common clinical disorder with incidental rate of 0.5 out of 1000 people. It usually affects the communication, motor functioning and sensibility. TIA is often followed by strokes which go unrecognised in patients (Hickey 2012). This symptom occurs when the blood vessel inside the brain is clogged (Figure 1). This clinical presentation occurs due to death of the brain cells (Rosenberg 2012). TIA differs from stroke in duration of the symptom, in which TIA does not persist more than one hour. Obstructed blood flow termed ischemia causes permanent damage in brain causing (CVA) cerebrovascular accident (Sanderson et al. 2013). In TIA brain shows temporary damage. CVA with ruptured artery with bleeding within brain is called haemorrhage. TIA and stroke are distinguished depending on the cause. Hence, the patients with TIA can be cured by early recognition and by preventing other disabling events. Therefore, a thorough knowledge about the various mechan isms is important to provide exact treatment and thereby preventing death. Undertaking the diagnosis: TIA onsets suddenly and hence need immediate assessment. It is a neurological deficit of transient focal whose symptoms appears in late stage, thus proper diagnosis is required from examining and investigating (Riccio et al. 2013). Headache is sometimes perceived to be a part of TIA syndrome but severe headache is rarely noticed in TIA. TIA symptoms: The symptoms of TIA are feeling of numbness with unilateral weakness, slurred speech and defect in vision which was noted in Mrs. Amari. In this case the anterior circulation that involves the circulation of carotid artery is affected. Other symptoms are found in posterior circulation with affected system of vertebro-basilar. Thus, by understanding the symptoms pattern, exact diagnosis can be made. Investigations: The patients diagnosed with TIA should be assessed by primary investigation such as blood glucose test, routine check up of blood pressure and pulse with frequent ECG. The assessment should involve ABCD2 score for analysing the stroke risk with a score of four or above and should be recommended for carotid imaging to detect the stenosis of carotid artery (Sanders et al. 2013). In many hospitals, TIA assessment is done regularly in patient with urgent need. Stroke risk ABCD2 score: 1. Age 60 years - 1 point 2. BP 140/90mmHg - 1 point 3. Clinical components: Unilateral weakness- 2points Speech affected without weakness- 1 points 4. Symptoms duration: more than 60 minutes- 2 points 10 to 59 minutes- 1 point 5. Diabetes - 1 point Apart from scoring the symptoms, further investigations will be carried out by brain imaging. Magnetic Resonance Imaging (MRI) of diffused weighted is done within a week in patients with low risk and within one day for patients with high risk. Advanced investigation can be done by CT (computed tomography) that identifies the haemorrhages and the lesions occupying the spaces. The patients with TIA diagnosed be provided Doppler ultrasonography in order to examine the disease associated with carotid along with vertebra-basilar. Other tests such as Halter monitoring with ECG (electrocardiogram) can be necessitated (Somford et al. 2013). Management of the situation: The TIA management with diagnosis is same in both cases of TIA and stroke. Although, stratified risks in TIA allows the treatment specialist to decide where and when to make the referral. Therefore, it is important to evaluate the management of the aggressive risk components. The advice regarding the lifestyle should point out as much as possible risk factors. The specific interventions in reducing the rate of stroke have been discussed below (Ihle?Hansen et al. 2014) Hypertension treatment: Treating hypertension by reducing the BP with antihypertensive can prevent the recurrent stroke along with other vascular problems after TIA. Combined use of diuretics with ACE inhibitors are found to reduce the BP by approximately 10/5mmHg (Bunker 2014). Hypertension was recorded in the history of Mrs. Amari which can be controlled by this treatment. Hypercholesterolaemia: The drugs related to lowering of cholesterol have been found to be effective in primary as well as secondary prevention (Rabar et al. 2014). Diets should be modified with statin use if the total count is more than 3.5mmol/L. Mrs. Amari showed hypercholesterolemia which can be controlled by this intervention. Smoking: Smoking is one of the leading causes for 50% stroke rise. Thus, patients with TIA and strokes should be recommended to quit smoking (Peters, Huxley Woodward 2013). Mrs. Amati had a smoking history of 25 years but had quit few years back. Anticoagulants: About 15% of TIA and ischemic strokes are intervened by anticoagulants based warfarin (Easton et al. 2012). Dabigatran is a new anticoagulant which has newly emerged but due its cost and irreversible nature, it is detrimental to life. Diabetes: The diabetic patients with TIA or stroke need strict control of glucose level in order to reduce the vascular related complications (Schnell, Erbach Hummel 2012). Antiplatelets such as aspirin are used in patients with past record of TIA or any kind of stroke to reduce the vascular risks by 13% (Geeganage et al. 2012). But aspirin should not be administered without doing brain imaging. Prognosis: The prognosis is linked with timely diagnosis of TIA followed by stroke referring to an immediate treatment with secondary prevention. The TIA prognosis is concerned with stroke risk followed by vascular events. Statistical studies have shown that 70% patients couldnt recognise TIA which delayed in getting medical help (Spurgeon et al. 2012). Therefore, the people should be educated for estimating the risk with proper planning programme and regular check up by specialist. Preventing future occurrence: Recurrent occurrence can be controlled by adjusting the diet with modified lifestyle such as smoking, physiological stress with hypertension and elevated cholesterol level with medical interventions. Modification in these risk factors can lower the risk of future stroke recurrence in patients diagnosed with TIA References: Bunker, J 2014, Hypertension: diagnosis, assessment and management,Nursing Standard,vol. 28, no. 42, pp.50-59. Daniels, EC, Powe, BD, Metoyer, MT, McCray, MG, Baltrus, P Rust, GS 2012, Increasing knowledge of cardiovascular risk factors among African Americans by use of community health workers: the ABCD community intervention pilot project, Journal of the National Medical Association,vol. 104, p.179. Easton, JD, Lopes, RD, Bahit, MC, Wojdyla, DM, Granger, CB, Wallentin, L, Alings, M, Goto, S, Lewis, BS, Rosenqvist, M Hanna, M 2012, Apixaban compared with warfarin in patients with atrial fibrillation and previous stroke or transient ischaemic attack: a subgroup analysis of the ARISTOTLE trial, The Lancet Neurology,vol. 11, no. 6, pp.503-511. Geeganage, CM, Diener, HC, Algra, A, Chen, C, Topol, EJ, Dengler, R, Markus, HS, Bath, MW, Bath, PM Acute Antiplatelet Stroke Trialists Collaboration 2012, Dual or mono antiplatelet therapy for patients with acute ischemic stroke or transient ischemic attack,Stroke,vol. 43, no. 4, pp.1058-1066. Hickey, K 2012, Anticoagulation management in clinical practice: preventing stroke in patients with atrial fibrillation,Heart Lung: The Journal of Acute and Critical Care, vol.41, no. 2, pp.146-156. Ihle?Hansen, H, Thommessen, B, Fagerland, MW, ksengrd, AR, Wyller, TB, Engedal, K Fure, B 2014, Multifactorial vascular risk factor intervention to prevent cognitive impairment after stroke and TIA: a 12?month randomized controlled trial,International Journal of Stroke,vol. 9, no. 7, pp.932-938. Peters, SA, Huxley, RR Woodward, M 2013, Smoking as a risk factor for stroke in women compared with men,Stroke,vol. 44, no. 10, pp.2821-2828. Rabar, S, Harker, M, O'flynn, N Wierzbicki, AS 2014, Lipid modification and cardiovascular risk assessment for the primary and secondary prevention of cardiovascular disease: summary of updated NICE guidance, BMJ: British Medical Journal (Online),349. Riccio, PM, Klein, FR, Cassar, FP, Giacomelli, FM, Toledo, MEG, Racosta, JM, Delfitto, M, Roberts, ES, Bahit, MC Sposato, LA, 2013, Newly diagnosed atrial fibrillation linked to wake-up stroke and TIA Hypothetical implications, Neurology,vol. 80, no. 20, pp.1834-1840. Rosenberg, GA 2012, Neurological diseases in relation to the bloodbrain barrier, Journal of Cerebral Blood Flow Metabolism, vol.32, no. 7, pp.1139-1151. Sanders, LM, Srikanth, VK, Blacker, DJ, Jolley, DJ, Cooper, KA Phan, TG 2012. Performance of the ABCD2 score for stroke risk post TIA Meta-analysis and probability modeling, Neurology,vol. 79, no. 10, pp.971-980. Sanderson, TH, Reynolds, CA, Kumar, R, Przyklenk, K Httemann, M 2013, Molecular mechanisms of ischemiareperfusion injury in brain: pivotal role of the mitochondrial membrane potential in reactive oxygen species generation,Molecular neurobiology, vol.47, no. 1, pp.9-23. Schnell, O, Erbach, M Hummel, M, 2012, Primary and secondary prevention of cardiovascular disease in diabetes with aspirin,Diabetes and Vascular Disease Research,vol. 9, no. 4, pp.245-255. Somford, DM, Hoeks, CM, Hulsbergen-van de Kaa, CA, Hambrock, T, Ftterer, JJ, Witjes, JA, Bangma, CH, Vergunst, H, Smits, GA, Oddens, JR van Oort, IM 2013, Evaluation of diffusion-weighted MR imaging at inclusion in an active surveillance protocol for low-risk prostate cancer,Investigative radiology,vol. 48, no. 3, pp.152-157. Spurgeon, L, Humphreys, G, James, G Sackley, C, 2012, A Q-methodology study of patients subjective experiences of TIA,Stroke research and treatment,2012. Tarola, G Phillips, RB 2015, Chiropractic response to a spontaneous vertebral artery dissection,Journal of chiropractic medicine,vol. 14, no. 3, pp.183-190.

U.S. and Vietnams Misperceptions during the Vietnam Conflict free essay sample

This paper explains how the U.S. and Vietnams misperceptions of each other affected the way they fought the war, mentioning the My Lai massacre and the affect this had on the way Vietnamese perceived the United States. Because of the way the Americans fought this war, the Vietnamese had different perceptions or misperceptions of the United States. All of the assigned readings make this point valid. Many of the Vietnamese civilians saw the American soldiers as instruments for Americas leaders wanting their war machine to defeat the North Vietnamese, not to help Vietnam, but just to win. American leaders were making their decisions by listening to certain people who didnt really know what they were dealing with. This paper explains how the Americans misunderstood the Vietnamese and what went wrong when they tried to take over the fight between North and South Vietnam. After reading the assigned books for this paper, I have come to the conclusion that the way the US fought this war was not very honorable. We will write a custom essay sample on U.S. and Vietnams Misperceptions during the Vietnam Conflict or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The American military leaders back in the United States did not know enough about what was really going on in Vietnam and as a direct result, they underestimated the power of the Viet Cong and the North Vietnamese Regular Army. Herr makes this evident when he says there is a point of view that the United States got involved in the Vietnam War simply because we thought it would be easy.1

Calydonian Boar Hunt

Calydonian Boar Hunt What Is the Calydonian Boar Hunt The Calydonian Boar Hunt is a story from Greek mythology chronologically following the voyage the Argonaut heroes took to capture the Golden Fleece for Jason. A group of heroic hunters chased after a boar sent by the irate goddess Artemis to ravage the Calydonian countryside. This is the most famous of the Greek hunts in art and literature. Representations of the Calydonian Boar Hunt The earliest literary representation of the Calydonian boar hunt comes from Book IX (9.529-99) of the Iliad. This version doesnt mention Atalanta. The boar hunt is clearly shown in art work, architecture, and sarcophagi. Artistic depictions run from the 6th century B.C. through the Roman period. Principal Characters in the Calydonian Boar Hunt Meleager - Hunt organizer and killer of the boarOineus (Oeneus) - King of Calydon, in Aetolia, who failed to sacrifice to Artemis (hubris)Calydonian Boar - the fierce animal who ravaged the countryside as Artemis sent him to do.Artemis - virgin goddess of the hunt who sent the boar and may have trained Atalanta.Atalanta - Female, Amazon-type, a  devotee of Artemis, who draws first blood.Althaea (Althaia) - daughter of Thestius, wife of Oineus and mother of Meleager who causes her sons death when he kills her brothers.Uncles - Meleager kills at least one of his uncles and is then killed himself. Apollodorus 1.8 on Heroes of the Calydonian Boar Hunt Meleager, son of Oeneus, from CalydonDryas, son of Ares, from CalydonIdas and Lynceus, sons of Aphareus, from MesseneCastor and Pollux, sons of Zeus and Leda, from Lacedaemon Theseus, son of Aegeus, from AthensAdmetus, son of Pheres, from PheraeAncaeus and Cepheus, sons of Lycurgus, from ArcadiaJason, son of Aeson, from IolcusIphicles, son of Amphitryon, from Thebes [Sometimes the name Iphicles is given an uncle of Meleager]Pirithous, son of Ixion, from LarissaPeleus, son of Aeacus, from PhthiaTelamon, son of Aeacus, from SalamisEurytion, son of Actor, from PhthiaAtalanta, daughter of Schoeneus, from ArcadiaAmphiaraus, son of Oicles, from Argossons of Thestius. Basic Story of the Calydonian Boar Hunt King Oineus neglects to sacrifice annual first fruits to Artemis (only). To punish his hubris she sends a boar to ravage Calydon. Oineus son Meleager organizes a band of heroes to hunt the boar. Included in the band are his uncles and, in some versions, Atalanta. When the boar is killed, Meleager and his uncles fight over the trophy. Meleager wants it to go to Atalanta for drawing first blood. Meleager kills his uncle(s). Either a fight ensues between Meleagers fathers people and his mothers, or his mother knowingly and deliberately burns a firebrand that magically ends Meleagers life. Homer and Meleager In the ninth book of the Iliad, Phoenix tries to persuade Achilles to fight. In the process, he tells the story of Meleager in a version sans Atalanta. In the Odyssey, Odysseus is recognized by an odd scar caused by a boar tusk. In Judith M. Barringer ties the two hunts together. She says they are both rites of passage with maternal uncles serving as witnesses. Odysseus, of course, survives his hunt, but Meleager isnt so fortunate, although he survives the boar. Death of Meleager Although Atalanta draws first blood, Meleager kills the boar. The hide, head, and tusks should be his, but he is enamored of Atalanta and offers her the prize on the controversial claim of first blood. A hunt is a heroic event reserved for the aristocrats. It was hard enough to get them to participate in Atalantas company, let alone give her the principle honor, and so the uncles grow angry. Even if Meleager doesnt want the prize, it is his familys to have. His uncles will take it. Meleager, young leader of the group, has made up his mind. He slays an uncle or two. Back at the palace, Althaea hears of the death of her brother(s) at the hands of her son. In revenge, she takes out a brand the Moirae (fates) had told her would mark the death of Meleager when it was burned completely. She sticks the wood in the hearth fire until it is consumed. Her son Meleager dies simultaneously. Thats one version full of magic and a very non-maternal mother. There is another that is easier to stomach. Apollodorus on Version 2 of the Death of Meleager But some say that Meleager did not die in that way, but that when the sons of Thestius claimed the skin on the ground that Iphiclus had been the first to hit the boar, war broke out between the Curetes and the Calydonians; and when Meleager had sallied out134 and slain some of the sons of Thestius, Althaea cursed him, and he in a rage remained at home; however, when the enemy approached the walls, and the citizens supplicated him to come to the rescue, he yielded reluctantly to his wife and sallied forth, and having killed the rest of the sons of Thestius, he himself fell fighting. See #1 on Thursdays -cide words to learn

Battle of Cowpens in the American Revolution

Battle of Cowpens in the American Revolution The Battle of Cowpens was fought January 17, 1781  during the American Revolution (1775-1783) and saw American forces win one of their most tactically decisive victories of the conflict. In late 1780, British commander Lieutenant General Lord Charles Cornwallis sought to conquer the Carolinas and destroy Major General Nathanael Greenes small American army in the region. As he retreated north Greene directed Brigadier General Daniel Morgan to a take a force west to raise morale in the region and find supplies. Pursued by the aggressive  Lieutenant Colonel Banastre Tarleton, Morgan made a stand in a pasture area known as the Cowpens. Correctly assessing his opponents reckless nature, Morgans men conducted a double envelopment of the British and effectively destroyed Tarletons command. Background After taking command of the battered American army in the South, Major General Nathanael Greene divided his forces in December 1780. While Greene led one wing of the army towards supplies at Cheraw, SC, the other, commanded by Brigadier General Daniel Morgan, moved to locate additional supplies for the army and stir up support in the back country. Aware the Greene had split his forces, Lieutenant General Lord Charles Cornwallis dispatched an 1,100-man force under Lieutenant Colonel Banastre Tarleton to destroy Morgans command. A bold leader, Tarleton was notorious for atrocities committed by his men at earlier engagements including the Battle of Waxhaws.   Riding out with a mixed force of cavalry and infantry, Tarleton pursued Morgan into northwestern South Carolina. A veteran of the wars early Canadian campaigns and a hero of the Battle of Saratoga, Morgan was a gifted leader who knew how to obtain the best from his men. Rallying his command in a pastureland known as the Cowpens, Morgan devised a cunning plan to defeat Tarleton. Possessing a varied force of Continentals, militia, and cavalry, Morgan chose Cowpens as it was between the Broad and Pacolet Rivers which cut off his lines of retreat. Armies Commanders American Brigadier General Daniel Morgan1,000 men British Lieutenant Colonel Banastre Tarleton1,100 men Morgans Plan While opposite to traditional military thinking, the Morgan knew his militia would fight harder and be less inclined to flee if their lines of retreat were removed. For the battle, Morgan placed his reliable Continental infantry, led by Colonel John Eager Howard, on the slope of a hill. This position was between a ravine and a stream which would prevent Tarleton from moving around his flanks. In front of the Continentals, Morgan formed a line of militia under Colonel Andrew Pickens. Forward of these two lines was a select group of 150 skirmishers. Lieutenant Colonel William Washingtons cavalry (around 110 men) was placed out of sight behind the hill. Morgans plan for the battle called for the skirmishers to engage Tarletons men before falling back. Knowing that the militia was unreliable in combat, he asked that they fire two volleys before retreating behind the hill. Having been engaged by the first two lines, Tarleton would be forced to attack uphill against Howards veteran troops. Once Tarleton was sufficiently weakened, the Americans would switch over to the attack. Tarleton Attacks Breaking camp at 2:00 AM on January 17, Tarleton pressed on to the Cowpens. Spotting Morgans troops, he immediately formed his men for battle despite the fact they had received little food or sleep in the preceding two days. Placing his infantry in the center, with cavalry on the flanks, Tarleton ordered his men forward with a force of dragoons in lead.  Encountering the American skirmishers, the dragoons took casualties and withdrew. Pushing forward his infantry, Tarleton continued  taking losses but was able to force the skirmishers back. Retreating as planned, the skirmishers kept firing as they withdrew. Pressing on, the British engaged Pickens militia who fired their two volleys and promptly fell back around the hill. Believing the Americans were in full retreat, Tarleton ordered his men forward against the Continentals (Map). Morgans Victory Ordering the 71st Highlanders to attack the American right, Tarleton sought to sweep the Americans from the field. Seeing this movement, Howard directed a force of Virginia militia supporting his Continentals to turn to meet the attack. Misunderstanding the order, the militia instead began withdrawing. Driving forward to exploit this, the British broke formation and then were stunned when the militia promptly stopped, turned, and opened fire on them. Unleashing a devastating volley at a range of about thirty yards, the Americans brought Tarletons advance to a halt. Their volley complete, Howards line drew bayonets and charged the British supported by rifle fire from Virginia and Georgia militia. Their advance stopped,the British were stunned when Washingtons cavalry rode round the hill and struck their right flank.While this was occurring, Pickens militia re-entered the fray from the left, completing a 360-degree march around the hill (Map). Caught in a classic double envelopment and stunned by their circumstances, nearly half of Tarletons command ceased fighting and fell to the ground. With his right and center collapsing, Tarleton gathered his cavalry reserve, his British Legion, and rode into the fray against the American horsemen. Unable to have any effect, he began withdrawing with what forces he could gather. During this effort, he was personally attacked by Washington. As the two fought, Washingtons orderly saved his life when a British dragoon moved to strike him. Following this incident, Tarleton shot Washingtons horse from under him and fled the field. Aftermath Coupled with the victory at Kings Mountain three months before, the Battle of Cowpens aided in blunting the British initiative in the South and regaining some momentum for the Patriot cause. In addition, Morgans triumph effectively removed a small British army from the field and relieved pressure on Greenes command. In the fighting, Morgans command sustained between 120-170 casualties, while Tarleton suffered approximately 300-400 dead and wounded as well as around 600 captured. Though the Battle of Cowpens was relatively small in regard to numbers involved, it played a key role in the conflict as it deprived the British of desperately needed troops and altered Cornwallis future plans. Rather continuing efforts to pacify South Carolina, the British commander instead focused his efforts on pursuing Greene. This resulted in a costly victory at Guilford Court House in March and his ultimate withdraw to Yorktown where his army was captured that October.

Video Analysis 3 Essay Example | Topics and Well Written Essays - 250 words

Video Analysis 3 - Essay Example The company prioritizes in delivering the highest quality and service in order to please the customers. For this there are several measures that the company takes. One of these is working closely with mills and manufacturers in order to retain quality of products as well as design. This can also be considered as formulating the bases of a competitive advantage in the way all the products are consistent and specified to cater to customer needs. In addition, all products are tested to guarantee comfort through trails conducted on the local residents, such as â€Å"wear test† and â€Å"fit test† on various types of garments. Furthermore service is a focused aspect of their marketing strategy with guarantees for each product and extensive training to employees to please the customer. Some foreseeable challenges for Lands’ End as far as improvements in its way of organizational buying are concerned have to do with the rapid improvement in technology. The adaptation of this technology not just as part of their operations but also those of their suppliers and manufacturers is a critical measure that they should take in order to ensure overall efficiently and communication. A second challenge has to do with the rapidly changing consumer interests and hence monitoring the marketplace closely. This is followed closely by having a accurate system in place which anticipates the quantities of products which are in high demand. Since instant delivery is a integral part of their system having the right product at the right time is critical for customer

The Gospel of John Essay Example | Topics and Well Written Essays - 1000 words - 1

The Gospel of John - Essay Example They had a small conversation before the baptism rites. Then immediately after the baptism, the Holy Spirit came to Him in a form of a dove and God's voice from heaven was heard saying that Jesus is his beloved Son and with whom he is very happy. The narration is the same with Mark's Gospel with regard to the descent of the Holy Spirit (in a form of a dove) and the voice from God. However, the conversation between Jesus and John the Baptist is omitted. For Luke's Gospel, the narration is same with the first two Gospels in terms of the descent of the Holy Spirit and God's voice from heaven. The baptismal rites in Luke's Gospel involved groups of people who were also baptized with Jesus. On the other hand, the narration in the Gospel of John is different from the first three Gospels. Jesus' baptism was mentioned by John the Baptist to have happened before. Meaning the actual baptism of Jesus is not narrated by John but it is mentioned through the testimony of John the Baptist to Jesus. The descent of the Holy Spirit is symbolized in John's Gospel as the sign that Jesus is the Messiah and the Son of God. Another is that, John did not directly mention that John the Baptist is the one who baptized Jesus. As quoted in John's Gospel, John the Baptist mentions the manifestations of Jesus' divinity: "I saw the Spirit come down like a dove from the sky a... Works and Miracles of Jesus John DePoe describes Jesus as a paradoxically Messiah because Jesus performs his miracles as manifestation of him being the Messiah. However at the same time, he commands his apostles and believers not to speak with them. The author asks this question: "Why does he bother with proving himself as the Messiah, if he is only going to hide it" (DePoe, p.4) In the gospel of Mark, the Messianic secret is seen. On Mark Chapter 8, verses 27 to 30, Jesus asked his disciples on their way to the villages of Caesarea Philippi who do the people think he is. His disciples answered him by saying that he is John the Baptist, Elijah, and one of the prophets. Then, Jesus asked Peter of who he thinks Jesus is. Peter answered that he is the Messiah. Upon hearing it, Jesus commanded them not to tell anyone about it. Another occurrence of the Messianic secret is seen on Mark Chapter 1, verses 40 to 45. A man with leprosy approached Jesus and asked him to heal his sickness. Jesus responded by touching the leper and healed his illness. Before the leper left, Jesus warned him by saying that he must not tell anyone, anything but asked him to show to the priests and present an offer for his cleansing. However, the cleansed man still spread what Jesus as done to him which prevented Jesus from entering a town because of lots of people who seek for his miracle deeds. (The New American Bible, Gospel of Mark) On the other hand, John the Evangelist shows the Jesus' marvelous deeds through the Seven Signs. In John Chapter 2, verses 1-12, Jesus did his first miracle in the Wedding at Cana. Even if Jesus was not ready to perform miracles, the request of his mother, Blessed Virgin

Peer Editing Assignment Essay Example for Free

Peer Editing Assignment Essay The world we live in today is troubled one. The contradiction people face is that while some people sit in the lap of luxury and drive hundred thousand dollar cars there are others who are forced to take the bus to work. There are individuals who cannot afford healthcare who are generally those getting sick on a continual basis. There are definitely some aspects of our daily living that simply can’t be changed, but there is always room for change and it is apparent that this change is in demand. There are large populations of people in the world who die every year from health related problems, than those involved in violent deaths. Diseases like cancer and heart attacks are the number one global killers. A cure for genetic diseases through genetic research are quite possibly the answers to a world of questions. It is important to realize that genetics is one of the broadest subjects as it covers a plethora of areas such as disease, disability, geographical relations, ethic ramifications and ancestry to name a few. The answers to the variety of genetic malfunctions and other questions lie in the group of scientists and genetic engineers who explore the symptoms, as well as the cures, for so many ailments in the final goal of living in a disease free world where fear of death by an invisible killer is vastly unknown as â€Å"bioengineering is a field with such staggering potential for good† (Parker 68). The purpose of this essay is to shed light on some of the more unknown aspects of this area of research through the exploration of the history of genetics, what our current needs are and work that is currently being done, along with where genetics focuses toward the future of genetic technology in an attempt to prove that genetic research is essential to our society. Genetics is not a new area of research but has been around long before research into DNA ever began. When the creation of the first cells through the adaptation of cell mutation, genetic mixing can be traced back to the time of the dinosaur. One of the most obvious animals to win the fight in genetics is the giraffe. When you look at a giraffe and its long neck, it is important to realize that at one time, the giraffe was thought to have looked more like a horse. Both animals have similar bone structure even down to the hooves. But, as time went on and trees first sprouted along the landscape it was easy for the giraffe to get fed as the food source, at the time, was at eye level and close to the ground; then, as trees got taller over the centuries the giraffe needed to adapt in order to survive. Giraffes would therefore spend much of their energy stretching their necks toward the sky in order to reach the branches of the trees thus forcing a genetic mutation. As their bones and muscles stretched so did the size of their offspring thus leading to the birth of giraffes that were born with longer necks. Over the centuries these animals have grown to have the longest neck relative to their size. The brontosaurus may have evolved in a similar fashion but all life was brought to a screeching halt when the dinosaurs were extinct. As we have become a more civilized society and exploring science we have discovered the existence of genetics. Modern genetics has always known for a long time that was some blueprint that all animals of similar species have in common. The first documentation of genetics was centuries ago when a scientist experimenting with plants desired certain effects which were documented through the affects of different plants with others by mixing the seeds. This is also the first known documentation of gene splicing. Scientists interested in genetics as well as an amateur botanist, had developed ways of predicting the offspring given the dominant and recessive traits of the donor parents in a system called a Punnett Square. Since that time we have come a great distance, but the science was still primitive until some scientists discovered and laid the foundation of entire science. With discovery of the Double Helix, the structure of DNA by Watson and Crick the world was changed forever. James D. Watson was born and raised in Chicago, Illinois and was accepted to the University of Chicago at the age of 15 where he completed his Bachelor’s in Zoology, then continued on to the University of Indiana and received his PhD in 1950 in Zoology. Shortly after starting at Cambridge, Watson met Crick who shared his passion for the DNA structure mystery. In March, 1953 with a higher appreciation of the nucleic acid literature, his work resulted in the proposal and discovery of the double-helical configuration and publishing several papers on the topic. Watson and Crick worked on discovering the construction of DNA after several failed trial and error attempts, they succeeded and on February 28, 1953. Looking ahead, in 1992, Watson left to work for the Cold Springs Harbor Research Facility where he is currently sitting as President. The momentous discovery of DNA has created entire industries which has impacted mankind tremendously. Rewarded for their hard work in 1962 Watson, Crick, and Wilkins shared the Noble Prize in Medicine. The human body is an amazing structure with many cells all containing DNA strands with literally millions of strands of DNA making up the human body. More than fifty years after its initial discovery, the entire code has still not been deciphered; if you were to print the code in books and try to read it you would not be able to finish it in your lifetime. In the last several years research and development of genetic engineering has evolved ten times over. It is only recently that we have been able to prove some of Einstein’s theories this long after his death and I fear it will be many more before genetics and its possibilities is truly understood. Genetics in the last several years has gone into dangerous territories with studies in gene splicing and stem cell testing. Stem Cells are the most basic form of human life. Cells taken from ertilized embryos are cells that have not been assigned a specific task yet and whether they are to be heart cells, skin cells, or even hair cells. It is the hope of scientists that with stem cells can improve the quality of life through curing cancer and many other life ending and life changing diseases. Through the engineering of stem cells it is hoped that they can replace dead and damaged cells, for example, in someone’s legs thus helping them to walk again. Last year the boldest operation to date took place which saw stem cells help create and repair the diseased heart of a man. The stem cells replaced cells ravaged by disease removed by the doctors. This procedure, however, did come at a cost. The current government feels that using stem cells is unethical as they are life and harvesting the cells from embryos thus in turn killing them is not right. This all really needs to be taken into context and look at the balance scale; in one hand a father, husband, friend, coworker who never asked for a thing in his life except for the love of his family, and in the other, a cell that nobody knows and may not even make it to birth. The logical choice would be to look at the man as the gauging factor in saving his life. With the current policy and laws in place by our current conservative government would see the man who would choose to have a hospital in France perform a heart transplant harvested through stem cell growth instead of on his native soil and now that he has an illegally grown heart he can never set foot in America again or face the possibility of prosecution. When most people are faced with this type of choice, most wouldn’t want to live in a country that denies this possibility. Besides, our constitution states that â€Å"all men [women and child] are guaranteed life liberty and the pursuit of happiness†; (United States Constitution) but perhaps only when it is convenient. With regulation governing research it has been difficult to do studies in America thus forcing companies and scientists to seek refuge in other nations. This causes a major problem as US based companies are worried it is too high a risk to invest in and fund research of this kind. These scientists live on systematic research grants to continue their work. After these new laws were put in place only several years ago many companies went out of business because they lost funding (Technology Review 47). It is troubling that a nation founded on new ideas would ban such research but it all has to do with where the votes in congress are. Stem cell research is not all encompassing of what genetics is as the work in genetics is helping people born with disabilities. Through better understanding our bodies can better cures be found. People born with certain disabilities can usually trace these back to other members of their family. In a recent study more than 30% of mentally Ill patients in psychiatric care have heredity connections and other member of their family suffer from similar symptoms. Genetics, at its roots, is the study of possibilities: who we are and how we got here. Scientists don’t believe we just appeared like this centuries ago; we evolved, adapted and grew from a lesser species. Take a look at yourself in the mirror and you will see some of your family features; not just your parents, but your grandparents as well. For instance, I have my father’s hair and my mother’s eyes, but my grandfather’s nose as ‘we are our father’s sons’, as they say, and look as well as act like them. The use of genetics is not limited to the medical field as in recent years genetics and DNA have played a major part in law enforcement and has led to the apprehension of many criminals. While fingerprints can be smudged and unclear DNA is definitive, no two people in the world have the same DNA not even twins. Using DNA is essential to putting suspects behind bars: a hair, skin epithelials and bodily fluids all contain DNA and all can be used as evidence. Even old cases gone unsolved have been reopened using new technology to get a conviction. Some research organizations are government funded through doing research for defense and government funded programs paid for by our tax dollars. Then there is the private sector, which is the most driven. It would be of great importance to have systematic research grants and giving more of them to our scientists who are working on genetics and stem cell research. In a world where more money is spent researching breast augmentation surgery then life saving genetics, once again, he who has the gold makes the rules. More importantly, if there was as much money in curing cancer as there is spent in creating cosmetic surgery procedures and Viagra, we would have cured this disease a decade ago. Only the future will tell what is to be discovered. It is essential that we keep working to provide resources in funding, legal and administrative areas to keep the discoveries coming. Maybe soon we will not be at risk for any disease or ailments and maybe one day we’ll find a cure for the common cold but probably not in my lifetime.

Moral Economy in Defoe’s Robinson Crusoe and Locke’s Second Treatise of Government :: Comparison Compare Contrast Essays

Moral Economy in Defoe’s Robinson Crusoe and Locke’s Second Treatise of Government James Joyce on Robinson Crusoe: â€Å"†¦the man alone, on a desert island, constructing a simple and moral economy which becomes the basis of a commonwealth presided over by a benevolent sovereign† (Liu 731). Issues of property and ownership were important during the 18th century both to scholars and the common man. The case of America demonstrates that politicians, such as Thomas Jefferson, were highly influenced by John Locke’s ideas including those on property and the individual’s right to it. Readers in the revolutionary era were also deeply interested in issues of spirituality and independence and read Daniel Defoe’s Robinson Crusoe. Both Locke and Defoe address the issues of property, private ownership, and property accumulation, connecting them with the notions of individual and political independence. Although they appear to converge, their philosophies vary greatly on these topics. Several scholars conclude that both Defoe’s and Locke’s ideals support the development of a moral economy although neither express this desire directly. Locke theorizeds extensively on property, privatization, and the means an individual can use for increasing his property. Initially, in the state of nature, man did not own property in the form of resources or land. All fruits of the earth were for the use of all men,â€Å"and nobody has originally a private dominion, exclusive of the rest of mankind, in any of them, as they are thus in their natural state† (Locke 353). In this state, people could appropriate only what they could make use of. It was unfair for one person to take more than he could use because some of that natural commodity would go to waste unless another man might have made use of it for his own benefit (360). Locke felt that God gave the bounties of nature to the people of earth and they, by default, should treat these bounties rationally. This rationalistic theory discourages waste. According to Locke’s theory, a commodity becomes the private possession of an individual who labors for it. Thus it is no longer a direct gift of nature: [A man] â€Å"that so employed his pains about any of the spontaneous products of nature, as any way to alter them from the state which nature put them in, by placing any of his labour on them, did thereby acquire a propriety in them† ( 360).

Film Music – Crash

CRITICAL STUDIES: Film Music Assessment 1: Research Essay Crash (2004) – Composer: Mark Isham Crash is a film directed by Paul Haggis and was released in 2004. The film depicts various social and political themes, the strongest being the issue of racism in the larger societies of the US. Mark Isham composed the score for the film; his work mostly consisting of smooth, ethereal and other-worldly sounds.The scene in analysis consists of a car crash in which Officer John Ryan, a racist white cop who tries to save a black woman from her upturned car, his attempt in rescuing her being delayed as he realises that she is the woman he had sexually abused the night before. Mark Isham was born in New York City, USA. He grew up learning to play classical piano, violin and trumpet. He played jazz trumpet whilst in high school and ventured on to electronic music in his early 20s.He had simultaneous careers as a classical, jazz and rock musician, performing with acts such as the San Fransis co Opera, The Beach Boys, the famous jazz saxophonist Pharaoh Sanders and co-lead Rubisa Patrol with pianist Art Lande. In 1979, he formed the Group 87 ensemble with Peter Mannu, Patrick O’Hearn and Terry Bozzio, in which they released a self-titled debut album a year later and A Career in Dada Processing four years after. He also recorded and toured with Van Morrison’s band, playing trumpet and flugelhorn. (Oxford Online)Mark Isham started to develop his compositional skills in the 80s, using brass, electronics and his own trumpet. His work is quite extensive and can be heard in films, documentaries and children’s fairytales. Some films in which he’s worked in are The Times of Harvey Milk, Made In America, The Net, Kiss the Girls, Blade, Rules of Engagement and many more†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Paul Haggis’s Crash is a film which delved into the ‘prejudices’ or racist attitudes that people have about others, in a larger society of the USA. The film’s foundation is the exploration of racism and how people’s cultural prejudices affects the lives of those around them.The film maintains its narrative around different characters, their lives, and these characters intertwining with the lives of the other characters. The main characters are: two young black car thieves, one of these young men is the missing brother of a black detective who’s partner is white; a black film director and his wife, his wife sexually abused by a white racist cop – his white partner having a problem with his unethical attitudes and behaviour; a white upper class lawyer and his wife; a Persian family who owns a store in which is robbed and vandalised and a Latino man, his wife and daughter.This film is set in a postmodern, post-civil rights, postracial, postfeminist, post-9/11 U. S. culture and so the various racial, social and cultural themes presented within Crash are a reflection of Haggis’ bold gesture to inform and challenge audiences about the ‘prejudices’ and cultural differences that everyone has. (Middleton, J. I, 2007) The scene in analysis is a scene in which a racist white cop Officer John Ryan gets to a crash scene and realises that the victim in the upturned car is Christine, the black woman he had wrongfully abused the night before.Her distress is heightened when she realises that he is the one who had abused her and his attempt in rescuing her is delayed and strived. The music in this excerpt is ethereal, haunting and ethereal, Isham’s use of electronics and ethnic sounds enables the audience to experience the emotions and journey of the characters on screen. The scene begins with the police car making its way towards the crash site. The cue in this instant consists of thick textured and ethereal string/ pad or electronic sounds which overall create an ambient and otherworldly atmosphere, which essentially remains consistent throughout the entire scen e.As they get to the crash scene and Officer John Ryan gets out of the car, the sustained string/ pad sound changes harmony and is played in a higher register, the piano being struck with sustain and repeats the same note, driving the action and momentum forward on screen and also mirrors what is happening on screen, that is, John running to the upturned car. This change in feel; this uplifting, bright and ethereal music can also be indicative of John’s expected values that he is to uphold as a police officer, that is, bringing justice, helping people and protecting the people within his society.Furthermore, the smooth and ethereal score also illustrates not only the nobility of the values he is to uphold as a police officer, but also foreshadows the nobility and strength of character he is about to portray in the upcoming moments of attempting to rescue Christine. One can also say that it foreshadows the potential change of heart and perspective he undergoes as he encounters Christine and saves her life. As he is running towards the car, the music is dominant; the sound effects are sparse and soft, and so the music directly illustrates John’s desperation in getting to the car and also outlines his strength of character.Sound effects are heard in full when he reaches the car and he is contact with Christine and engages with dialogue. Obviously, the sound effects and the dialogue are heard as well the score, to engage the audience and reinforce the gravity of the situation and allows for the audience to empathise with both of the characters’ situations. The female voice is heard as soon as he reaches the car and engages with Christine. The female voice is singing in a foreign language, and is smooth, soft, tender and ethereal in tone and timbre.The female voice, in a way, is a portrayal of the shared experience of John and Christine. A single bass drum sound, like a timpani, is struck when Christine looks up and realises that it’s Jo hn who’s attempting to rescue her. The single hit of the bass drum reinforces her distress when the realisation of John being there occurs. Rather than feeling relieved that someone’s there to help her, her distress and fear dramatically increases due to what he had done to her the night before.When he asks to reach across her lap to free her from the seatbelt and she agrees, the viewer can hear a change in tone and atmosphere in the music. The female voice is absent and it becomes gentler in dynamics and thinner in texture with only the sustained electronic sounds and the piano playing notes in the higher register, sounding almost bell-like. The tension is broken as she realises the magnitude of her situation and allows him to come closer to her.The music therefore parallels the softening of the tension and drama, also portraying the understanding between the two characters. The female voice being absent is significant as it allows the viewer to engage with the emotio ns and experiences of the characters, also allowing the viewer to appreciate the change of hearts in both characters. The repetition of the same chord which is created by the synths, forewarn the viewer of the coming danger as the shot of the gasoline travelling closer to the car is seen and the female voice comes back in.This creates a feeling of suspense, even amongst the ethereal sounds of the electronic sounds. The music is therefore fuller in texture, symbolising added elements of danger on the screen and brings the viewer back to the drama and action of what is happening around them. The fuller texture is contrasting to the thinner texture of the music played in the moment between John and Christine, the fuller texture illustrating the outside world and the thinner texture representing the change process within each character.In the following sequence, the gasoline alights and explodes around the car, and John is pulled out and Christine is left in the car. The viewer can see Christine screaming and John shouting as he is pulled out of the car, which is now surrounded by fire. All the dialogue and sound effects are muted in this instant, therefore the ethereal music and the female vocals are dominant, which serves to highlight the emotional aspects of the scene, that is, Christine’s distress and hysteria and John’s desperation in rescuing her.The repeated chords re-occur as John goes back in to pull Christine out, the dialogue suddenly heard as he says ‘Pull! ’ in which then, the sound effects are heard again. These repeated chords are indicative of moving action that is, moving nearer to the subject on the screen, first with the gasoline coming towards the car, and then with John coming towards Christine to rescue her. It helps drive the action and prompts momentum on screen. The repeated chords are then consistently played throughout the scenes where Christine is pulled out of the car and they’re safe from harm.However , these chords are played by the piano and are different in timbre – they’re softer, light and gentler in sound and blend in with the sustained electronic sounds in the background. It creates a layer of constant sound and represents the characters’ overall freedom, not only from the physical danger but from the ‘prejudices’ they had of each other. The female vocals are still heard once they’re free from the car, finally stopping just before John and Christine embrace, and John comforts her.The female vocals are important as it symbolises the two characters sharing the experience and also their need of each other at that particular time. The vocals end just before the embrace as it has completed its purpose, in that it helped the characters through the situation achieve self-realisation: John redeeming himself in his act of selflessness and finding his strength of character and Christine allowing herself to be vulnerable and accept help from o thers; the embrace representative of the end of their journey.Isham talks about the score and states that certain scenes can come off as truly horrendous, and I felt like the music had to help you through the movie and be like a shepherding hand†¦ A friend of mine described the  score  as being like a guardian angel and there was a sense we had that that was what the  score  needed to do. (Bond, 2005) In conclusion, from the above quote, it’s clear that the cue acted as a guide for the characters on screen.This particular excerpt of the film is rather serious and distressing, yet the underscore for these sequences is overall tender, smooth and ethereal. This contrast in music and action on screen is effective in that the marriage of these two things help tell the narrative, explore the emotions of the main characters and engage and evoke the emotions of the film’s viewers. Film Music – Crash CRITICAL STUDIES: Film Music Assessment 1: Research Essay Crash (2004) – Composer: Mark Isham Crash is a film directed by Paul Haggis and was released in 2004. The film depicts various social and political themes, the strongest being the issue of racism in the larger societies of the US. Mark Isham composed the score for the film; his work mostly consisting of smooth, ethereal and other-worldly sounds.The scene in analysis consists of a car crash in which Officer John Ryan, a racist white cop who tries to save a black woman from her upturned car, his attempt in rescuing her being delayed as he realises that she is the woman he had sexually abused the night before. Mark Isham was born in New York City, USA. He grew up learning to play classical piano, violin and trumpet. He played jazz trumpet whilst in high school and ventured on to electronic music in his early 20s.He had simultaneous careers as a classical, jazz and rock musician, performing with acts such as the San Fransis co Opera, The Beach Boys, the famous jazz saxophonist Pharaoh Sanders and co-lead Rubisa Patrol with pianist Art Lande. In 1979, he formed the Group 87 ensemble with Peter Mannu, Patrick O’Hearn and Terry Bozzio, in which they released a self-titled debut album a year later and A Career in Dada Processing four years after. He also recorded and toured with Van Morrison’s band, playing trumpet and flugelhorn. (Oxford Online)Mark Isham started to develop his compositional skills in the 80s, using brass, electronics and his own trumpet. His work is quite extensive and can be heard in films, documentaries and children’s fairytales. Some films in which he’s worked in are The Times of Harvey Milk, Made In America, The Net, Kiss the Girls, Blade, Rules of Engagement and many more†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Paul Haggis’s Crash is a film which delved into the ‘prejudices’ or racist attitudes that people have about others, in a larger society of the USA. The film’s foundation is the exploration of racism and how people’s cultural prejudices affects the lives of those around them.The film maintains its narrative around different characters, their lives, and these characters intertwining with the lives of the other characters. The main characters are: two young black car thieves, one of these young men is the missing brother of a black detective who’s partner is white; a black film director and his wife, his wife sexually abused by a white racist cop – his white partner having a problem with his unethical attitudes and behaviour; a white upper class lawyer and his wife; a Persian family who owns a store in which is robbed and vandalised and a Latino man, his wife and daughter.This film is set in a postmodern, post-civil rights, postracial, postfeminist, post-9/11 U. S. culture and so the various racial, social and cultural themes presented within Crash are a reflection of Haggis’ bold gesture to inform and challenge audiences about the ‘prejudices’ and cultural differences that everyone has. (Middleton, J. I, 2007) The scene in analysis is a scene in which a racist white cop Officer John Ryan gets to a crash scene and realises that the victim in the upturned car is Christine, the black woman he had wrongfully abused the night before.Her distress is heightened when she realises that he is the one who had abused her and his attempt in rescuing her is delayed and strived. The music in this excerpt is ethereal, haunting and ethereal, Isham’s use of electronics and ethnic sounds enables the audience to experience the emotions and journey of the characters on screen. The scene begins with the police car making its way towards the crash site. The cue in this instant consists of thick textured and ethereal string/ pad or electronic sounds which overall create an ambient and otherworldly atmosphere, which essentially remains consistent throughout the entire scen e.As they get to the crash scene and Officer John Ryan gets out of the car, the sustained string/ pad sound changes harmony and is played in a higher register, the piano being struck with sustain and repeats the same note, driving the action and momentum forward on screen and also mirrors what is happening on screen, that is, John running to the upturned car. This change in feel; this uplifting, bright and ethereal music can also be indicative of John’s expected values that he is to uphold as a police officer, that is, bringing justice, helping people and protecting the people within his society.Furthermore, the smooth and ethereal score also illustrates not only the nobility of the values he is to uphold as a police officer, but also foreshadows the nobility and strength of character he is about to portray in the upcoming moments of attempting to rescue Christine. One can also say that it foreshadows the potential change of heart and perspective he undergoes as he encounters Christine and saves her life. As he is running towards the car, the music is dominant; the sound effects are sparse and soft, and so the music directly illustrates John’s desperation in getting to the car and also outlines his strength of character.Sound effects are heard in full when he reaches the car and he is contact with Christine and engages with dialogue. Obviously, the sound effects and the dialogue are heard as well the score, to engage the audience and reinforce the gravity of the situation and allows for the audience to empathise with both of the characters’ situations. The female voice is heard as soon as he reaches the car and engages with Christine. The female voice is singing in a foreign language, and is smooth, soft, tender and ethereal in tone and timbre.The female voice, in a way, is a portrayal of the shared experience of John and Christine. A single bass drum sound, like a timpani, is struck when Christine looks up and realises that it’s Jo hn who’s attempting to rescue her. The single hit of the bass drum reinforces her distress when the realisation of John being there occurs. Rather than feeling relieved that someone’s there to help her, her distress and fear dramatically increases due to what he had done to her the night before.When he asks to reach across her lap to free her from the seatbelt and she agrees, the viewer can hear a change in tone and atmosphere in the music. The female voice is absent and it becomes gentler in dynamics and thinner in texture with only the sustained electronic sounds and the piano playing notes in the higher register, sounding almost bell-like. The tension is broken as she realises the magnitude of her situation and allows him to come closer to her.The music therefore parallels the softening of the tension and drama, also portraying the understanding between the two characters. The female voice being absent is significant as it allows the viewer to engage with the emotio ns and experiences of the characters, also allowing the viewer to appreciate the change of hearts in both characters. The repetition of the same chord which is created by the synths, forewarn the viewer of the coming danger as the shot of the gasoline travelling closer to the car is seen and the female voice comes back in.This creates a feeling of suspense, even amongst the ethereal sounds of the electronic sounds. The music is therefore fuller in texture, symbolising added elements of danger on the screen and brings the viewer back to the drama and action of what is happening around them. The fuller texture is contrasting to the thinner texture of the music played in the moment between John and Christine, the fuller texture illustrating the outside world and the thinner texture representing the change process within each character.In the following sequence, the gasoline alights and explodes around the car, and John is pulled out and Christine is left in the car. The viewer can see Christine screaming and John shouting as he is pulled out of the car, which is now surrounded by fire. All the dialogue and sound effects are muted in this instant, therefore the ethereal music and the female vocals are dominant, which serves to highlight the emotional aspects of the scene, that is, Christine’s distress and hysteria and John’s desperation in rescuing her.The repeated chords re-occur as John goes back in to pull Christine out, the dialogue suddenly heard as he says ‘Pull! ’ in which then, the sound effects are heard again. These repeated chords are indicative of moving action that is, moving nearer to the subject on the screen, first with the gasoline coming towards the car, and then with John coming towards Christine to rescue her. It helps drive the action and prompts momentum on screen. The repeated chords are then consistently played throughout the scenes where Christine is pulled out of the car and they’re safe from harm.However , these chords are played by the piano and are different in timbre – they’re softer, light and gentler in sound and blend in with the sustained electronic sounds in the background. It creates a layer of constant sound and represents the characters’ overall freedom, not only from the physical danger but from the ‘prejudices’ they had of each other. The female vocals are still heard once they’re free from the car, finally stopping just before John and Christine embrace, and John comforts her.The female vocals are important as it symbolises the two characters sharing the experience and also their need of each other at that particular time. The vocals end just before the embrace as it has completed its purpose, in that it helped the characters through the situation achieve self-realisation: John redeeming himself in his act of selflessness and finding his strength of character and Christine allowing herself to be vulnerable and accept help from o thers; the embrace representative of the end of their journey.Isham talks about the score and states that certain scenes can come off as truly horrendous, and I felt like the music had to help you through the movie and be like a shepherding hand†¦ A friend of mine described the  score  as being like a guardian angel and there was a sense we had that that was what the  score  needed to do. (Bond, 2005) In conclusion, from the above quote, it’s clear that the cue acted as a guide for the characters on screen.This particular excerpt of the film is rather serious and distressing, yet the underscore for these sequences is overall tender, smooth and ethereal. This contrast in music and action on screen is effective in that the marriage of these two things help tell the narrative, explore the emotions of the main characters and engage and evoke the emotions of the film’s viewers.