A Cursory Examination of Classical Philosophy Essays

A Cursory Examination of Classical Philosophy Essays A Cursory Examination of Classical Philosophy Essay A Cursory Examination of Classical Philosophy Essay Essay Topic: Classical Moderation, according to Homeric tradition, is a virtue of humanity. It, along with other â€Å"Homeric virtues,† such as strength, courage, physical prowess, and wisdom in accomplishing goals in unique ways, are considered the model of human excellence. The Iliad, written by Homer, is a story that emphasizes the need for moderation and illustrates how the lack of it, can lead to tragedy. One of its main characters, the hero Achilles, while possessing many of the virtues mentioned above, lacks the virtue of moderation.It is Achilles’ pride and anger which lead to disaster and his eventual death. In the story, Achilles is at first angered by Agamemnon, the brother of Menelaus, king of Sparta. After a raid on a Trojan ally, the Spartans capture a beautiful girl, a daughter of a priest of Apollo. The girl is given to Agamemnon, but the priest pleads for her return. After Agamemnon refuses, the priest prays to Apollo to help get his daughter back. Apollo answers with a plag ue that wreaks havoc on the Spartan army.Agamemnon returns the girl to stop the plague, but demands that he receives Achilles’ prize as a replacement (another exceptionally beautiful woman). They quarrel over the prize, but in the end, Achilles complies, but is outraged. Achilles, being the greatest Greek warrior, having an uncontrollable anger has serious consequences. He refuses to fight at first, and this leads to a change in momentum to the Trojan army. However, when one Achilles’ closest friends dies at the hand of Hector, the Trojan hero, Achilles turns his focus on revenge. He kills Hector then drags his body from his chariot back to camp.The moral of this story is about moderation. It shows how the lack of moderation, even though all the other virtues may be present, can result in tragedy. As the oracle at Delphi said: â€Å"Nothing too much. † Hubris is another concept we see introduced in classical Greek mythology. Hubris, in Homeric poetry is when hum an beings act or think beyond their nature or intended limitations. It is a form of great arrogance as it attempts to portray humans as gods themselves. Hubris isn’t restricted to simply believing one is on equal footing with the gods however.It can also happen when one doesn’t honor the gods properly or do as they command (or expect). According to Homeric tradition, and even in the writings of others, such as Pindar, there must be a distinction between mortal man and the gods. Human beings are not immortal, not divine, and thus, have no right to put themselves on the same playing field as those who are. Thales, Heraclitus and Parmenides Thales, whom Aristotle calls the founder of philosophy, was a metaphysical monist who believed that water is both the cause and element of everything, and that everything is filled with gods.Thales, as Aristotle explains, seems to have believed that because water is essential for practically all living things, and that it is the only n atural substance that can have different forms (solid, liquid, gas), it must possess highly unique qualities. He reasoned that it is because of these qualities that water is the underlying nature of all things. Thales believed that all things are filled with gods in the sense that reality is immortal. He is using the essential property of the gods (immortality) to describe reality itself.And he does so by describing nature from within the framework of nature itself, in contrast to using an external framework. Heraclitus’ views of reality are quite a bit different. He believes that reality is a constant flux and opposition. It is Heraclitus who made the famous statement â€Å"you cannot step twice into the same river. † This is the crux of the first part of his theory of reality. It’s the idea that nothing stays the same; everything is in a constant state of change. The second part of his theory about reality involves opposition, or strife.Strife, according to He raclitus is not a bad thing; it is in fact, necessary. It allows for balance; it guarantees that order is maintained. Parmenides’ views of reality are stranger still. He held that there is no â€Å"many,† but rather only â€Å"the One. † He disagrees with Heraclitus’ view that everything is in a constant state of flux. He believed that reality is unchanging, undivided and eternal. As a rationalist (the first rationalist philosophy actually), he believed that the only way to know of reality is not through experience, it is through reason.Of the three philosophies, the one that most makes sense is that of Heraclitus’. While I do not subscribe to his overall philosophy, it does make sense to me that there is a sort of â€Å"order† in the universe. Heraclitus refers to this order as the Logos. As a Christian, this means something more than just â€Å"order. † But Heraclitus uses the term to describe order by way of patterns. I can see an order to the universe as well. It is a necessary order, one that allows life to exist. It is a fine-tuning of elements and physical laws that enable life to prosper.But in addition to this order, I think there is something sustaining it, keeping it from â€Å"burning out,† and that source is God. The Socratic Method The Socratic Method is is a way for someone to discover truth. It requires someone to be willing to go where reason takes them. It’s the asking of questions in such a way, that even the most commonly accepted ideas and values are challenged. It dives deep into the heart of things which are often taken for granted, and it is through this process, Socrates believed, that we can discover what is real, actual, or true. But in order to do this, one must possess a certain character.They must not be wishy-washy, changing their position without good reason, nor should they be dogmatic, not changing their position despite there being a good reason to do so. There ar e many dialogs written by Plato that center around Socrates using this method with various people he meets informally, and in some cases, such as the Apology, formally (in the courtroom). In the dialog Euthyphro, he discusses the nature of piety, or holiness with his friend Euthyphro. Euthyphro offers a definition of piety when Socrates asks, but Socrates finds this definition insufficient and challenges it by asking questions.Euthyphro changes his definition several times. Eventually, the final question that is posed is â€Å"Is the holy loved by the gods because it is holy, or is it holy because it is loved by the gods? † In the Apology, Socrates is on trial, so he begins his method of questioning by challenging his accusers directly. One of the accusations is that Socrates is an atheist. He asks Meletus, who made this accusation, if he still maintains that Socrates is an atheist. Meletus confirms that he does. Socrates then also asks him if he maintains the accusation that Socrates is teaching the youth about new gods.Meletus answers that he does. So Socrates asks how a contradiction can be true. Either it is the case that Socrates is an atheist, and therefore, by definition does not believe in gods and cannot teach that other gods exist†¦or it is the case that Socrates is teaching the youth about new gods and is therefore, not an atheist. Socrates uses this technique in several instances, pointing out the inconsistencies in the charges brought against him. In the dialog Crito, Socrates is in his prison cell talking to his friend Crito, who wishes to help Socrates escape from prison.Crito believes that Socrates has been unjustly charged and sentenced to death. Socrates however, refuses to escape and reasons with Crito about the idea using the Socratic Method. Socrates gets Crito to agree that causing injury is an evil, and evil ought not ever been done. Socrates, using his questioning method, asks Crito if it is ever good to do evil in return fo r evil. Crito answers â€Å"No. † Socrates then, through this questioning method, gets Crito to agree that circumventing law for personal gain is an evil. And because it is an evil, they cannot attempt an escape.Socrates accepts his sentence and maintains the position that he did the just thing. The Metaphysics and Epistemology of Plato and Aristotle Plato’s metaphysics was one of dualism. There is the world of the material, or the physical, which is always changing. It is a world of the senses. In this reality, there exists both the perceptions of the objection and the objections themselves. Shadow of a bird, a reflection of trees over water, the actual bird and trees themselves are all a part of this world. But it is merely a perception of the real world.The real world, where true knowledge comes from, is the world of Forms. Plato’s Forms are the world of the intelligible, and as such, can only be known by reason. It consists of the thoughts of these objects i n the material world, but also contains virtues such as beauty, justice and good. The thoughts of objects in this world are the lower forms, and the virtues or ideals are the higher. We can understand thoughts of objects (such as the perfect triangle or mathematics), but we must use reason to discover the ideals. In regard to Plato’s epistemology, he posited his Recollection Theory.This theory claims that we do not really learn anything new. Instead, we remember our knowledge from a previous existence. Plato believed in reincarnation, and said that we acquire knowledge prior to birth, yet forget this knowledge upon being born. During our lives, we â€Å"recollect† that knowledge that we’ve learned already. Like Plato, Aristotle’s metaphysics was that of dualism. And like Plato’s metaphysics, Aristotle also believed in a world of matter and a world of forms. However, Aristotle disagreed about the nature of these two worlds.For example, for Aristotle , his world of matter contains objections that actually exist; they were very real. We sense this world through our sense organs. While these objects are made up of generic â€Å"stuff,† they are also made up of forms. A statue of a man, for example, can be made of stone or of marble. The stone or marble is the material stuff that we can sense. But the statue also has a form, a form of a man. While both statues may be made up of two different materials, they are made of one common form, â€Å"man. † Aristotle’s epistemology involves induction. Induction is the process by which we can know first principles.First principles are that which we need no further questions or demonstrations to be true. They form the foundation upon which all other reasoning and truth statements rest. The process of knowing, induction, involves both perception and knowledge of reality. It beings with perception, which is the acquisition of information about reality through our senses. Th e second step is memory. It is the retention of this information about reality that is necessary to begin reasoning about it. However, we must experience perception many times in order to properly formulate reasons about it.Each time we do so, it is stored into our memory; we accumulate the experience, and it becomes a stronger memory. Eventually, we reach the fourth step, which is knowledge. When we are able to understand the essence of something through this process, it becomes knowable. The Epicureans, Stoics and Skeptics The Epicureans, Stoics and Skeptics each had philosophies on how to live one’s life, what to believe about reality, and what to do about fears and certain beliefs. The Epicureans believe that one ought to maximize pleasure while minimizing suffering.However, they were also quick to point out that moderation is necessary. That is, unlike what we commonly think about hedonism, the Greek word for pleasure, it is not the case that they taught that any pleasur e ought to be taken. It is not a philosophy of self-indulgences, but one of contentment of the basic, yet essential necessities of life. About what to believe about reality is that we are driven by desire. But not all desires are equal. Some of them we should satisfy, but some of them we should not because the cost of doing so is more than they are worth.Since we have the desire to be happy, to obtain this, we need to exercise control and limit those desires to the ones that are necessary. And to do this, one must live the simple life. In addition, Epicureans believe that we ought to ignore that which does not serve the goal of living that simple life. Philosophy is but a tool in which we can do this; it is not virtuous to pursue philosophy for the sake of philosophizing. Epicureans also believe that we ought not to be concerned with the gods or with death. Epicureans believe that the gods are not nterested in our day to day affairs, so it makes no sense to fear them. Likewise, they hold the fear of death is not rational because while we are living, death is not with us. And when we die and death occurs, we do not exist so we experience nothing to worry about. So in either case, we are not being directly affected by death, so we ought not to be worried about it or fear it. The stoics believed in fate. They believed that we do not control outside events, so there is no need to be concerned with it. These external events cannot make us feel a certain way; it is only how we react to these events that affect us.So if we can change the way we think about these events beyond our control, we will come to realize there is nothing to fear, it all happens whether we want it to or not, it is beyond our control. The goal of stoicism is to reach Apathia or the freedom from passion. This is done by coming to understand that outside events, as we said above, are beyond our control. When this happens, we are living in harmony with nature. And unlike the Epicureans, the Stoics believe that pleasure is never to be pursued because it is not an appropriate end. The Skeptics, like the other two schools of thought, believe it is possible to live the good life.They do so by suggesting that knowledge is an illusion and it is the insistence that this knowledge is real or true, that causes conflict and strife because it leads to disappointment (unhappiness). So by suspending judgment about truth and moral statements, one can then be happy. Skeptics claim that attempting to reason about reality results in either an â€Å"infinite regress† or circular reasoning, so there is no point in trying to reason about such things, and instead, one ought to simply suspend judgment. An infinite regress is when claim A is contingent upon claim B, which is contingent upon claim C, and so on.There are an endless number of claims that are contingent upon another, and obviously, this is problematic. Circular reasoning occurs when the conclusion that is reached is a reason fo r support of one of the reasons for the conclusion itself. The argument goes in a circle, thus is not a valid argument. Skeptics claim that all attempts at reason result in one of these 2 problems, therefore, we ought to suspend judgment. Of the three philosophies, the one that may be closest to reality is that of the Epicureans. But this should not be taken to mean that it is sufficiently representative of reality.It just happens to be the closest of the three. Specifically, the part of epicurean though that I think makes the most sense, is that we ought to live a contented life that maximizes necessary pleasures or desires while minimizing pain and suffering. I think this is a rather pragmatic philosophy that we follow in our daily lives already. Everything that we do seems to do that which brings us pleasure and avoids that which causes pain. But I think this is as close as it gets to being a philosophy that accurately represents reality and how to live.

Great Horned Owls Facts

Great Horned Owls Facts Great horned owls (Bubo virginianus) are a large species of true owls that inhabit many parts of North and South America. These nocturnal avian hunters take a wide range of prey including mammals, other birds, reptiles, and amphibians. Fast Facts: Great Horned Owls Scientific Name: Bubo virginianusCommon Name(s): Great horned owl, hoot owlBasic Animal Group: BirdSize: 17–25 inches tall; wingspan to five feetWeight: 3.2 poundsLifespan: 13 yearsDiet: CarnivoreHabitat: Boreal forests of North and South AmericaPopulation: Unknown, stable over the last 40 years in North AmericaConservation Status: Least Concern Description Great horned owls were first described in 1788 by Johann Friedrich Gmelin, a German naturalist who published the 13th edition of Systema Naturae by Carolus Linnaeus. That edition included a description of the great horned owl and gave it the scientific name Bubo virginianus because the species was first observed in the Virginia colonies. Sometimes called hoot owls, great horned owls range in length from 17 to 25 inches, have a wingspan of up to five feet, and an average weight of 3.2 pounds. They are the second heaviest owl in North America (after the Snowy Owl), and they are powerful hunters that can grip and crush a full-grown rabbit: their talons form an oval between 4–8 inches in diameter. Theres a good chance that youve heard the hoo-hoo-hoo call of the great horned owl if youve spent any time in the woods at night; young great horned owls will hiss or screech, especially when disturbed or frightened. Characteristics vital for their hunting success include large eyes, excellent hearing, and silent flight. Their eyes are adapted for night vision but are relatively immobile, directed forward. To compensate, their cervical vertebrae are quite flexible, allowing owls to turn their head over 180 degrees. Great horned owls have prominent ear tufts atop their head, one of several owl species that possess ear tufts. Scientists disagree as to the function of these ear tufts: Some suggest that the ear tufts serve as camouflage by breaking the contour of the owls head, while others suggest that the tufts serve some role in communication or recognition, enabling the owls to convey some kind of signals to one another. Experts agree though, that the ear tufts play no role in hearing. Because they remain largely inactive during the day, great horned owls are cryptically colored- that is, their coloration is patchy so that they can blend with their surroundings while they rest. They have a rust-brown colored facial disk and white feathers on their chin and throat. Their body is a mottled grey and brown color above and barred on the belly. NNehring / Getty Images Habitat and Distribution Great horned owls occupy the most extensive range of any owl species, including most boreal forests of North and South America, from Alaska and Canada, southward throughout the United States and Mexico, into Northern parts of South America and throughout Patagonia. Since they find hunting is somewhat difficult in thick forests and underbrush, owls prefer habitats with open clearings near secondary-growth woodlands and tree-edged meadows and swaths. They also adapt well to human-modified environments, agricultural fields and suburban areas where there are places to perch and open fields to hunt in. Diet and Behavior Great horned owls are carnivores who eat a very wide range of prey. Like all owls, these fascinating carnivores eat their prey whole and then regurgitate pellets containing fur and crushed bones. Usually active at night, they are also sometimes spotted during the late afternoon or during the hours around dawn. These unique and beautiful birds prefer to eat rabbits and hares but will settle for any small mammal, bird, reptile, or amphibian that comes within its reach. They are the only animal that feeds on skunks; they also hunt birds such as American crows, peregrine falcon nestlings, and osprey nestlings. They require an average of 2–4 ounces of meat per day; larger animals are killed and may be fed on for several days. Reproduction and Offspring Great horned owls nest during the months of January and February. During mating season, male and female great horned owls hoot back and forth to each other in a duet. Their mating rituals also include bowing to each other and rubbing bills. When ready to nest, they do not build their own nest but instead seek out existing sites such as the nests of other birds, squirrel nests, tree holes, crevices in rocks and nooks in buildings. Some great horned owls mate for many years. Clutch size varies with latitude, weather, and food supply, but generally, are two or three eggs. When prey is available, nesting begins earlier in the year; in leaner years, nesting is later and sometimes owls will not lay eggs during very poor years. Stan Tekiela Author / Naturalist / Wildlife Photographer / Getty Images Conservation Status Great horned owls are long-lived birds, known to live a typical 13 years in the wild, and have been known to live as long as 38 years in captivity. Their biggest threats come from the activities of human beings, who shoot and trap owls, but also build high-tension wires and run into owls with their cars. Owls have few natural predators but are occasionally killed by members of their own species or by northern goshawks, a species that often battles with the owls for available nesting sites. The International Union for Conservation of Nature (IUCN) classifies the great horned owl as Least Concern. Sources Armstrong, Aaron. Eagles, Owls, and Coyotes (Oh My!): Taphonomic Analysis of Rabbits and Guinea Pigs Fed to Captive Raptors and Coyotes. Journal of Archaeological Science: Reports 5 (2016): 135–55. Print.Bubo virginianus. BirdLife International. The IUCN Red List of Threatened Species 2018: e.T61752071A132039486, 2018.  Newton, Ian. Chapter 19: Irruptive Migrations: Owls, Raptors and Waterfowl. The Migration Ecology of Birds. Ed. Newton, Ian. Oxford: Academic Press, 2007. 563–86. Print.Smith, Dwight G. Wild Bird Guides: Great Horned Owl. Mechanicsburg, Pennsylvania: Stackpole Books, 2002.

Making a decision and a decision tree Essay Example | Topics and Well Written Essays - 500 words

Making a decision and a decision tree - Essay Example Jaeger is better off harvesting the grapes immediately. In my opinion, Mr. Jaeger should be guided by the decision tree options, because the calculation of options is viable. This means that the options calculated in the decision tree have a chance of occurring. From the decision tree, it can be seen that the expected monetary values for the two options are very different, a margin that Mr. Jaeger cannot afford to dismiss. However, an analysis of the case indicates that the Riesling is not a large part of the winemaker’s business; therefore, Mr. Jaeger would not be ruined if he takes the gamble and losses. This means that the winemaker has the option of taking the gamble to impress wine connoisseurs, since the presentation of a quality wine would raise the reputation of the winery. After an analysis of the two options open to Mr. Jaeger, it can be concluded that the best decision would be to harvest the grapes immediately. This is because the expected pay off from waiting for the storm is not justified by an accompanied increase in

Lease hold Essay Example | Topics and Well Written Essays - 1500 words

Lease hold - Essay Example Laws usually govern granting a lease and certain order is followed when creating them (Great Britain parliament, 2000). Different leases require different sorts of agreements. A lease has specific elements that must be put in place for it to be valid. It also has specific requirements for creation of a valid lease. The elements of a lease A lease has specific elements that weigh heavily on the contracts overall acceptability. These elements must be considered during creation of an agreement between the property owner and the tenant as stipulated by the law. Exclusive possession This is a very essential part of a lease .It forms the backbone of a lease and therefore without it, there can be no lease. Exclusive possession is that right of the leaseholder to utilize the property with exclusion of all the other individuals including the property owner (John, 2000). The occupier must have a right to exclusive possession to use the premises leased, though this should not be a conclusive pr oof that the leaseholder has a lease. If denied exclusive possession then the leaseholder is right to use the premises, do not amount to a lease. Exclusive possession gives the tenant the right to exclude everyone else including the property owner from the premises except on an agreed case. ... Certain/specific term/period The start of a period in a lease must be clear. It should be me4ntioned in an agreement if not it will be deemed to commence immediately. In cases where an individual has an agreement for a future lease, then it is void unless clear at what date it is to start from an express term in the contract or by inference. A periodic tenancy stating that the property owner would not give notice to quit until when ready to redevelop the land is stipulated. Through this, the tenant has a sense of security and the property owner has ability to regain possession of the premises when needed. It is acceptable for a period of tenancy to restrict the property owners right to give notice unless for a specified purpose during a stated period. The maximum duration of a lessee must be certain. The law of property act provides that, a lease stated to take effect more than two years from date of agreement is void and any contract purporting to create such a term is void. It is n ot enough to specify a period. A beginning date and exact ending date must be stated. The time to vacate should also be clearly stated. Term less than that of a grantor An owner in fee simple can grant a lease of his premises for any term since the fee simple is effectively perpetual. A fee simple owner has the right to grant a lease to a tenant for many years like up to 9,000 years. There can be more than one term of years in one fee simple estate in a single piece of land. A tenant can grant a lease of the premises called a sublease to a subtenant .This can only happen if the sublease will last for a shorter period than the original lease from the property owner. The subtenant can also grant a further lease of the same premises

Experimental and Quasi-Experimental Research Designs Essay Example for Free

Experimental and Quasi-Experimental Research Designs Essay The experimental research design is one of the most reliable quantitative designs available. Basically, it requires that the researcher conduct an actual experiment in order to prove the research hypothesis. Similar yet fundamentally different from the experimental design is the quasi-experimental design. his paper discusses the procedure in conducting an experimental design research and differentiates it from a quasi-experimental research design. Examples of each are given to facilitate further comparison and contrast. The first step in conducting an experimental research design is to identify the independent and dependent variables. According to Random House’s dictionary of statistical terminologies, â€Å"the dependent variable is the event studied and expected to change when the independent variable is changed. † (Random House, 2001, p. 534). In Butler and Lijinsky (2005) which is an example of experimental research, the independent variable was the type of rat while the dependent variable was the toxicity level. This meant that the research seeks to verify whether different types of rats would have different acute toxicity levels. After the identification of the independent and dependent variables, the next step is to randomly select a sample for the experiment. To randomly select a sample means to make sure that all of the members of the population have an equal chance of being selected (Corder Foreman, 2009). For example, when seeking to study a school population as is the case in of Stevens Slavin (1995), random sampling is conducted by placing all of the possible respondents in a list and selecting from that list randomly. In this way, each student has an equal opportunity to be selected for the study. Lastly, once the experiment is conducted, a secure atmosphere is generated wherein the effect of other factors are minimized (Mertens, 1998). Going back to Butler and Lijinsky (1995), the experiment was conducted in a secure atmosphere where the only variables were the type of rat and the toxins induced to them. All other factors such as the food they were given, the space of their cages and so on were kept the same for the different types of rat. In a quasi-experimental approach, an experiment is also conducted and dependent and independent variables are also selected. Measures to keep all other variables constant are also taken. However, the defining difference between the tow is that quasi-experimental designs do not conduct random sampling (Mertens, 1998). For example, the quasi-experimental research conducted by Dutton (1986) simply a sample from those that were available. This is not random sampling and therefore the design cannot be considered as experimental but it does fit the quasi-experimental description. In conclusion, it is clear that while experimental and quasi-experimental research designs are similar, they do have an essential difference. References Butler, A, and Lijinsky, W. (2005). â€Å"Acute toxicity of aflatoxin G1 to the rat† Journal of Pathology, 102 (4), 209-212. Corder, G. , Foreman, G. (2009). Nonparametric Statistics for Non-Statisticians: A Step-by-Step Approach. Wiley. Dutton, D. (1986). â€Å"The Outcome of Court-Mandated Treatment for Wife Assault: A Quasi-Experimental Evaluation. † Violence and Victims, 1(3) 163-175 Mertens, D. (1998). Research methods in education and psychology: Integrating diversity with quantitative qualitative. Sage. Random House. (2001). Random House Websters Unabridged Dictionary. Random House, Inc. Stevens, R. , and Slavin, R. (1995). Effects of a Cooperative Learning Approach in Reading and Writing on Academically Handicapped and Nonhandicapped Students. The University of Chicago Press.

Asian-Pacific Markets Essay -- Economy, Emerging Market

Asian-Pacific markets have been enjoying an extremely favorable economic climate generated by high global liquidity over the past three years. In 2006, for example, the excess of liquidity and the overall positive economic performance of these countries led to the lowest sovereign spreads in history falling below 200 basis points, as shown in Exhibit 1. Among the mechanisms contributing to this process are: 1) the low interest rates in mature markets (the U.S., the U.K., Europe, and Japan), until recently declining due to the burst of the dotcom bubble in 2000; 2) the steep yield curve, providing incentives for carrying leveraged positions; and 3) the low long- term interest rates in the U.S. relative to the country’s economic growth rate. The overall liquidity, together with the reduction on risk perception that it creates, have encouraged global institutional investors to take strategic positions in Asian-Pacific markets, thus narrowing the spreads even more. Furthermore, the average credit classification provided by international rating agencies for the countries composing the EMBI+ has gone up to the highest level ever (Ba1/BB+ as of September 2006), expanding the base of investors even more. This scenario has allowed Asian-Pacific economies to finance their debt via local currency issues in the domestic and foreign markets, thus allowing them to improve the composition of their public debt by extending its maturity profile, reducing the proportion denominated in foreign currency and accumulating reserves. Nevertheless, the crucial issue for Asian-Pacific markets is whether the current level of sovereign spreads is sustainable in the face a potential reversal of cyclical factors, such as those involving liquidity, ch... ... the dependent variable (interest rate), a common approach for determining sovereign spreads that significantly raises the coefficient of fit (R2 ). Third, the model uses macroeconomic fundamentals and gover- nance indicators specific to each country as explanatory variables, instead of proxies for repayment capacity. These proxies, generally ratings or other holistic constructs, are usually subject to criticism regarding the methodology for scale conversion or their ability to predict currency crises in Asian-Pacific economies.5 Furthermore, the proposed model analyzes the country-specific vulnerability (sensitivity) to a global risk shock. Such elasticities are further decomposed into eco- nomic fundamentals and governance indicators, with the objective of assessing whether, and to what extent, country vulnerability can be mitigated by improving such variables.

New Zealand Families Today

RESEARCH PROJECT Women in later life who have chosen to remain voluntarily childfree what are the implications if any? 1. AIM The aim of the research is to explore the implications of remaining voluntarily childfree for women in later life within the New Plymouth district of New Zealand. 1. a. INTRODUCTION Within many Western industrialised societies there are notions that children provide fulfillment, give purpose and offset loneliness in later life. There are tales like the ‘Three Spinsters’ from the writers The Brothers Grimm which have contributed to the stereotypes of childless women as lonely, bitter and unfulfilled for decades. If children are necessary at preventing loneliness in older age there is concern in regards to the New Zealand population trend. The 2006 New Zealand census released reports that by 2016 one in four women will remain childless. The implications of the assumption that children are necessary for elderly wellbeing could mean that our ageing generations may be prone to loneliness. The changing demographics of our society combined with the findings that there is no research to date on voluntary childfree women in later life within New Zealand has amplified my interest in this research topic. My interest in this research proposal stems from my own position in life. I am a 35 year old Pakeha woman who has chosen to remain childfree. I have had many assumptions put forward to me in regards to my personal choice to remain voluntarily childfree. These are mainly aimed around the notion that I am destined for loneliness in later life and that I will be unfulfilled. Therefore I have made my position within this research proposal transparent as I acknowledge it is influential to my perspective when I undertake the research. Delwyn Field Page 2 The research proposal will outline the research methodology to be carried out. The research will be qualitative based on a feminist’s perspective, to provide knowledge of women issues, for women from women. The research will be guided by feminist ideology and explore the socially constructed norms of womanhood without motherhood. The data collection will be the use of storytelling which is fitting with qualitative research. The story telling process will enlighten the researcher on how the participants came to their chosen life path. This will be informative as the participants came from the eras of where motherhood and childbirth was predominately something that happened to women not chosen by women (Held, 1989, as cited in Riley, 2008). The participants for the research will be women who have chosen to remain childfree and they will be over the age of 65. The age range of 65 plus is described as late adulthood in human development lifespan theories (Berk, 2007). I have chosen this age criteria because critical social, emotional and developmental stages occur in this period of life which are broadly universal to most elderly (Berk, 2007). The research proposal will also be based on the New Plymouth district of New Zealand. The New Plymouth district consists of â€Å"New Plymouth and the towns of Waitara, Inglewood, Urenui, Okato, Bell Block, Oakura and many other smaller rural communities† (New Plymouth District Council, n. d. ). Within New Zealand there is no empirical research done on New Zealand voluntary childless women in smaller urban areas in later life, hence why the research will be conducted here. 2. LITERATURE REVIEW This literature review has minimal reference to New Zealand literature as there is a limited study on voluntary childfree persons within New Zealand. Therefore the majority of the literature relied on is sourced from Western industrialised countries. In 1997, Cameron investigated voluntary childless within New Zealand in her book Without Issue; New Zealanders who choose not to have children. The participants within Delwyn Field Page 3 the research were numerous and involved mostly the qualitative approach of telling their story (Cameron, 1997). One of the themes that was highlighted in Cameron’s (1997) study was the social perceptions of voluntary childfree persons; the assumption that they were unhappy, selfish, emotionally unstable, immature and LONELY. This assumption of lonely old women has fueled the myth that those who choose not to have children are going to be miserable in their later years (Cameron, 1997). This was a common theme uncovered in further literature. This stereotyped image of voluntary childfree as lonely and unfulfilled is still predominating in our society in the twenty first century. Riley in her 2008 Masters of Social Science in Psychology researched stereotyping of voluntary childfree couples within New Zealand. This qualitative study interviewed and held focus groups of ten couples, to delve into stereotypes, pressures and harassments of their chosen life path. One of the stereotypes that were identified was that they were â€Å"destined for loneliness in later life† (Riley, 2008, p. ii). Throughout Riley’s 2008 thesis the belief by those who have/want children is that for individuals in society, and especially women children were fundamental in providing fulfillment and companionship. Jamison, Franzini and Kaplan (1979, cited in Riley, 2008) investigation of American university students supported Riley (2008) view that there are negative implications for women in later life who were remaining childfree. The students perceived these women to be â€Å"less likely to be happy and satisfied in old age† (Jamison, Franzini & Kaplan, 1979 cited in Riley, 2008, p. 21). The participants in Riley’s (2008) research noted that there was harassment and pressure in regards to the implications and risks they were taking in remaining childfree. These were messages that in later life they would be alone, they would not have children to support or give them fulfillment this would be internalised and their wellbeing would be effected (Riley, 2008). Delwyn Field Page 4 Regret is a message that childfree persons seem to hear continually in regards to their decision (Cameron, 1997). But there is to date research that has actually provided the opposite outcome. In Jeffries and Konnett (2002) research found that 22 out of 23 participants of the Canadian voluntary childfree women did not regret their decision nor felt that their wellbeing was affected by their decision. When analyzing Zhang and Hayward’s (2001) quantitative research of Americans in the 1993 Asset and Health Dynamics Among the Oldest Old (AHEAD) to conclude the Psychological wellbeing of childless older persons stereotypes are actually unfounded. The result of their research concluded that childlessness when voluntary did not support the hypothesis that â€Å"childlessness increases loneliness and depression for divorced, widowed and never married elderly persons† (Zhang & Hayward, 2001, p. 311). Therefore children make little difference in how women fare in later life in regards to loneliness. This was again confirmed by Rempel’s (1985) research article into the childless elderly. Rempel used the 1979 Social Change in Canada’s data base to compare childless and parent elderly. The results from the research showed that statistically there were minimal disparities of what they were missing in life. The article stated there were benefits to both choices in life. When reviewing the article Rempel (1985) highlighted the ability of those who were childfree to have a parallel quality of life of those who were parents in later life. This refutes the concern that childfree elderly are isolated and lonely. What points to the parallel quality of life is that thou adult children provide support networks to elderly parents. The childfree elderly also have an established network of friends and family e. g. siblings who contribute to their support networks (Rempel, 1985). Rempel (1985) suggest this is due to childfree persons knowing that in later life children are not going to be available. So in turn they produce a life that ensures they are â€Å"capable self reliant elderly† with an established support network they nurture (Rempel, 1985, p. 347). Delwyn Field Page 5 Zhang and Hayward (2001) confirmed that the social support network was crucial in childfree elderly maintaining wellbeing. Their research linked older childless persons being integrated into close friend networks instead of the close family networks older parents had established this was on par or to a greater level at providing support (Zhang and Hayward, 2001). The research also underpinned the role of siblings, nieces and nephews played in elderly childfree lives as being important compared to that of elderly parents lives (Zhang and Hayward, 2001). Connidis and Davis (1990) qualitative survey of over 400 older person to conclude the place of family and friends in later life also states the use of differing support networks of elderly people is beneficial. In depth individual one hour interviews in America discovered that among elderly persons a diversified social network provides the best support in later life (Connidis and Davis, 1990). This is most favorable to childfree women as they tend to develop the strongest ties with friends and siblings as both companions and confidents (Connidis & Davis, 1990). This may be again due to ensuring their self reliance in later life due to no children to depend upon. One of the key findings in loneliness, social isolation and living alone in later life was the size of the individual’s social network in offsetting negative effects of loneliness (Victor, Bowling, Bond & Scambler, n. d). Though a large amount of this literature review has shown loneliness is not the destiny of elderly childfree persons, it unfortunately has not included New Zealand childfree women. Therefore when analyzing Riley’s (2008) childfree participants in her New Zealand study was there any key theme that was established in regards to social networks and loneliness pertaining to the participants? All participants raised the concern of their status ‘childfree’ as making them more socially excluded. The difficulty of remaining friends with people when they became parents was expressed due to the â€Å"nature of the relationship† would change (Riley, 2008, p. 57). Maintaining friendships with parents was an issue and affected social networks. Cameron (1997) also discovered this in her Delwyn Field Page 6 study that childfree people believe that if they were parents they would have access to larger social networks (Cameron, 1997). This is because parents have more in common with other parent’s children provide a connection that is not available to childfree (Riley, 2008). Although to date no data could be found within the literature research to confirm that parenting is a guarantee to social inclusion. Unfortunately no participants were elderly to conclude loneliness in later life. More research needs to be conducted in regards to New Zealand Childfree persons to conclude social network supports and loneliness in elderly here. An article released by New Zealand Statistics in 2008 concluded that if trends continue one in four elderly women in New Zealand will be childless. New Zealand statistics also stated that childless is more common among women living in main urban areas (Boddington & Didham, 2008). Boddington and Didham (2008) who collated this information from the 2006 census state this is due to the larger social networks available in main urban areas. So will women who remain voluntary childfree and reside in smaller urban areas, be subjected to more negative impacts from their decision due to more smaller social networks? 3. METHOD The research proposed is from a qualitative approach using storytelling as a means of data collection. This method is applied because of the argument presented in favor of qualitative research that it â€Å"†¦views the social world as a complex, dynamic reality†¦ of multiple layers of meaning†¦Ã¢â‚¬  (Connolly, 2002, p. 27). Therefore qualitative data enables a more comprehensive insight into the complexity of people. Qualitative research also supports feminist principles of where women are collaborative and equal in the research (Smith & Noble-Spreull, 1986). Where-as if a quantitative method was applied in this research, it would focus on controlled data where the researcher has a hierarchical relationship with the researched, thus not equal and consistent with feminist values. Also through telling their stories women are given a voice to speak out within the public arena Delwyn Field Page 7 on pronatalism attitudes (promoting childbearing) which have been linked with patriarchal values and subordination of women (Riley, 2008). In turn this research will empower women to explore the complexity of childfree women which is important for feminism. Hence the qualitative approach when researching women who choose to remain voluntary childfree embraces the feminist perspective and enables us to seek understanding and information from the participant’s point of view (Bryman, 2001). 3. 1 DATA COLLECTION The data collection for the research is through one on one interview through storytelling. Davidson & Tolich state â€Å"storytelling aims to explore an individual’s identity†¦through personal accounts† (Alice, 2003, p. 6). It is a method that reveals rich data because when individuals talk of their understanding of events they may retell it giving greater insight to the complexity of their experiences and themselves (Webster & Mertova, 2007). This would be favorable in this research because the participants may have quite unique and complex accounts of their chosen life path where their po int of view is vital for data collection. Feminists also believe that storytelling is unique at capturing the â€Å"diversity of experiences between women† (Alice, 2003, p. 67). The interviews will be conducted within the participants home, at times which are most convenient for them. There is no structured time set due to the nature of the data collection method, but the research is based on one or two in depth interviews. The life stories will provide the interview format, my role as the researcher will be to provide prompts to encourage the flow of the interview process. Being an insider within the research proposal, and having my position transparent through contributing and sharing in the interview, will enhance the process of sharing stories. Through the storytelling collection method the research will seek to cover several aspects of the participant’s life story. These will be consistent with revealing data that will help to conclude what it is like to be voluntary childfree in later life. See appendix one for subject matter the interviews will be seeking to cover from each participant. If a more formal structured Delwyn Field Page 8 interview was to take place assumptions about the participant may taint their viewpoint and limit the data collected (Bryman 2001). The interviews will be recorded by audiotape, once consent is gained from the participants (Appendix two). This will enable me, the interviewer, to remain focused on the participants and enable the flow of the interview. Note taking will not be included as it may distort respondent’s answers and may be interruptive in the flow of the interview (Bryman 2001). The audiotapes will be transcribed by the interviewer and transferred to a hard copy. The participants will be invited to be supplied with a full copy of the audio interview and hard copy. This will in turn encourage reciprocity i. e. equal bi directional relationships within the research process, which is in line with feminism ideology (Smith & Noble-Spreull, 1986). It will also allow for the participants to confirm and have the opportunity to comment and make changes to their stories. This empowers the participant and encourages an egalitarian relationship which is congruent with qualitative research (Smith & Noble Spreull, 1986). The data through out the research project will be kept in a locked filing cabinet within my home in Taranaki. All information that is stored on computer will be contained in a secure file. At the end of the research project all data will be destroyed that is held on the computer, and within the filing cabinet. The participant’s audio tapes and hard copy transcripts will be returned to them or destroyed at the end of the research depending on their personal preference. The qualitative research will be analysed using coding where data retrieved from the story telling is broken down to key findings using the themes from the interview guide and other categories (appendix one). The other categories may be quite broad due to the in-depth nature of the data collection, thus sub categories may evolve through the data analysis (Bryman, 2001). The use of coding within the research enables the researcher to review transcripts and decipher significant common themes of the participants interviews Delwyn Field Page 9 (Bryman, 2001). The coding process will categorize the participant’s life stories showing common patterns in the social world of those who remain voluntary childfree and allow for analysis of the data (Bryman, 2001). Within the data collection coding should be done as soon as possible to â€Å"†¦sharpen your understanding of the data†¦Ã¢â‚¬  and help with providing other emerging patterns (Bryman, 2001, p. 398). These patterns above the interview themes will contribute to the findings and the development of a theory to conclude the implications of remaining voluntarily childfree in later life. Once the coding is complete the data can be statistically analysed. 3. 2 SAMPLE GROUP/ PARTICIPANTS The sample group will consist of seven voluntary participants. The criteria for the sample group will be female, aged 65 years plus, voluntary childfree, living independent within the New Plymouth district community and have no cognitive impairment e. g. Alzheimer’s and dementia. The participants will be recruited through volunteer means. An advertisement will be placed within the local New Plymouth Midweek paper, over a period of two months recruiting volunteer participants (appendix four). The advertisement will also target local agency Age Concern to advertise in their newsletter magazine (Appendix four). Recruitment will also depend on invitations been extended through snowballing where the researcher depends on the social network groups of childfree women to enable invitation. Bryman (2001) describes snowballing as the opportunity to use a small group to recruit other participants who are relevant for the research. This method of recruitment is chosen because there is no data base to seek women who have chosen to remain voluntary childfree available in New Zealand. The researcher will select the first seven participants who meet the chosen criteria. The number of participants allows the researcher to acquire a large enough sample base for data to be consequential in providing an analysis of voluntary childfree women. The Delwyn Field Page 10 group number is also conducive in enabling the type of data collection method to be effectively conducted. This is due the in depth nature of story telling collection methods in conjunction with the time restraints of the research proposal. The selected seven participants will be sent a letter introducing the researcher stating what is required as participants (appendix three), and a consent form (appendix two). The consent form will tell the participants of their rights, where the information will be used and ensure them that they can withdraw from the research at any time (appendix two). 4. ETHICAL ISSUES Through my study as a social work student I will be guided by the Aotearoa New Zealand Association of Social Workers (ANZASW) Code of Ethics (2008) ethical responsibilities in research. The research carried out will be in line with social work practice and be sensitive to the â€Å"†¦wellbeing and dignity of participants† by integrating the following into the research proposed (ANZASW, 2008, p. 4). Before undertaking any recruitment the research proposed will be taken to the Western Institute of Technology (WITT) Ethics Committee to seek guidance and advice in regards to what research ethics committee I may need to gain approval from. This will ensure that the research meets the appropriate standards of being ethically sound. Within the voluntary recruitment process no partici pants will be â€Å"†¦obtained by coercion nor by force†¦Ã¢â‚¬  and at all times through out the research the participants have the right to withdraw without explanation to the researcher (Wilkinson, 2001, p. 6). The introduction letter (Appendix three) will be to ensure that participants are fully informed of all relevant information in regards to the nature, purpose and process of the research that is to be carried out. This information will be fully disclosed whether the participant has asked for it or not and will ensure that the participant gains full knowledge of what they are getting into (Wilkinson, 2001). This will all be disclosed before obtaining written consent (Appendix two) from the participants so that no deception occurs. Delwyn Field Page 11 All data collection methods will be conducted in a manner that upholds the principles of Te Tiriti O Waitangi; partnership, participation and protection. The research will be conducted so that self determination is sustained. This will be through participants obtaining a full copy of the audio interview and written copy of the transcript for clarification. This will also provide the opportunity for them to change and omit any information that they do not wish to be disclosed. Confidentiality will be upheld, names of participants will be deleted. Participants will be informed though that some information given may enable them to be identified due to the size of the demographic area; so complete confidentiality can not be fully guaranteed. All information obtained will be destroyed on completion of the research project, with the option that participants may have information returned to them if they wish. The concern for harm within the research would be that the research topic may generate negative memories and emotions for the participants. Under the clause 8. 1 of the ANZASW Code of Ethics (2008) the researcher must â€Å"†¦take all possible steps to protect participants†¦Ã¢â‚¬ , if distress does occur a referral to a counselor will be provided (ANZASW, 2008, p. 14). This service will be available during and up to the completion of the research. Potential problems that may occur in trying to carry out the research may be the perception that I the researcher are too young, thus discrediting my ability causing the participants to not talk to me. Also the ability to gain participants who wish to share their stories of their chosen life path of voluntarily remaining childfree may be considered too personal to share. If not enough participants are found the sample may not be large enough to give a significant and fair analysis of the implications of remaining childfree in later life within the New Plymouth district. Delwyn Field Page 12 At all times I will seek supervision due to my own personal position within the research topic. This will be to ensure information obtained from the research will not spark off any negative mental discomfort in my own personal life. . CONCLUSION This research proposal is an opportunity for women to tell their stories and enlighten society that womanhood in later life is not just valued on motherhood, thus disputing pronaltist ideology (Riley, 2008). These stories will hopefully support existing literature and remove assumptions, allowing voluntarily childfree women to be more valued in our socie ty and not stereotyped for later life implications. One of the greatest benefits of this research is that undertaking research on women in later life who are voluntary childfree may assist future elderly generations. This is through providing rich data from their life stories which may conclude coping techniques to ensure well being an offset loneliness in later life. With using a feminist perspective in the qualitative research methodology the research will work for women and give a voice to empower them in their choices. The weakness of the research is that there is no quantitative data for triangulation which may have provided the research with more validity and reliability. Future studies within New Zealand will be beneficial due to the limitations of this proposed research. Delwyn Field Page 13 6. Bibliography Alice, L. (2003). Power, experience, and process in femininst research. In C. Davidson & M. Tolich (Eds. ). Social Science Research In New Zealand: Many Paths to Understanding. (2nd ed. ). (pp 62- 68), Auckland: Pearson Education New Zealand Ltd. Alzheimer’s Society (2007, February). The relationship between Alzheimer’s disease and loneliness. Alzheimer’s Research News. Retrieved May 8, 2009 from http://alzheimers. org. uk/site/script/news_article Aotearoa New Zealand Association of Social Workers (Inc). (2008). Aotearoa New Zealand Association of Social Workers: Code of Ethics. (2nd revision). New Zealand: Aotearoa New Zealand Association of Social Workers (Inc). Ashcroft, C. DR (2009, April). Ageing in New Plymouth Planning for Tomorrow. New Zealand: Ministry of Social Development, New Zealand Government. Berk, L. (2007). Development Through the Lifespan (4th ed. ). United States of America: Person Education; Allyn and Bacon. Boddington, B. , & Didham, R. (2008). Busy making other plans: Increases in childlessness in New Zealand. Statistics New Zealand; Demographic Trends. Retrieved May 28, 2009 from http://www. population. govt. nz/NR/rdonlyres Bryman, A. (2001). Social Research Methods. United Kingdom: Oxford University Press Cameron, J. (1997). Without Issue: New Zealanders who choose not to have children. Christchurch, New Zealand: Canterbury University Press. Cahill, T. (2003, October). You Assumed Wrong. Macleans. 116 (40) 52. Retrieved May 8, 2009 from http://proquest. umi. com/pqdweb Connolly, M. (2002, Spring). Routes of Knowledge Toward Informed Practice: Differing Paradigms in Social Work Research. Social Work Review, 14 (3) 27-29 Connidis, I. A. , & Davies, L. (1990). Confidents and Companions in Later Life: The Place of Family and Friends. Journal of Gerontology: Social Sciences. 5 (4) S141-149. Retrieved May 8, 2009 from http://socialsciences. gerontologyjournals. org/cgi/content/full//45/4/S141 Delwyn Field Page 14 Davey, B. (1999). Sketch of a Theory of loneliness. Perspective: Mental Help. net. 4 (4) 1-3. Retrieved May 8, 2009 from http://www. mentalhelp. net/poc_doc. php. Dyson, S. (1993). The Option of Parenthood. Great Britain: Sheldon Press, Lond on Jeffries, S. , & Konnert, C. (2002). Regret and Psychological well being among voluntary and involuntarily childless women and mothers. International Journal of Ageing and Human Development, 54, 89-106. Retrieved May 29, 2009 from http://jfi. sagepub. com/cgi/reprint/30/5/670 New Plymouth District Council, (n. d. ). Living in New Plymouth: About New Plymouth. Retrieved June 16, 2009 fromhttp://www. newplymouthnz. com/livingNewPlymouth/AboutNewPlymouth/ Pitt, L. (1989). Patriarchs, Paddocks And The Personal: Five Women From The Wharehuia/ Te Popo District Talk About Their Lives. Unpublished Masters of Social Work Thesis, Massey University, Palmerston North. Pittaway, K. (2001, November). Your Kids, Your Problem. Chatelaine. 74 (11) 44. Retrieved May 8, 2009 from http://proquest. umi. om/pqdweb Rempel, J. (1985, May). Childless Elderly: What are they Missing? Journal of Marriage and the Family. 47 (2) 343-348. Retrieved May 26, 2009 from http://www. jstor. org/stable/352134 Riley, T. M. (2008). Childfree couples experiences of stereotyping, harassment, and Pressure. Unpublished thesis of Masters of Social Science in Psychology, The University of Waikato, Hamilton. Rowland, R. (1982, M arch). An Exploratory Study of the Childfree Lifestyle1. Journal of Sociology. 18 (1) 17-30. Retrieved May 25, 2009 from http://jos. sagepub. com At Massey University Library. Smith, B. Noble-Spreull, C. (1986). An Overview of Feminist Research Perspectives in H. Marchant, & B. Wearing. (Eds. ) Gender Reclaimed: Women In Social Work. Sydney: Hall & Iremonger. Victor, C. , Bowling, A. , Bond, J. , & Scambler, S. , (n. d) Loneliness, Social Isolation and Living Alone in Later Life. ESRC Society Today. Retrieved May 8, 2009 from http://www. esrcsocietytoday. ac. uk/ESRCInfoCentre/Plain_English Wane, J. (2008, May). Only the Lonely. North and South Magazine. 68-75 Delwyn Field Page 15 Webster, L. , & Mertova, P. (2007). Using Narrative Inquiry as a Research Method: An Introduction to Using Critical Event Narrative Analysis in Research on Learning And Teaching. USA: Routledge Wilkinson, T. (2001). The Core Ideas in Research Ethics in M. Tolich (Ed. ). Research Ethics in Aotearoa New Zealand: Concepts, practice, Critique. (pp. 13-24). Auckland: Pearson Education New Zealand. Zhang, Z. , & Hayward, M. (2001). Childlessness and the Psychological Well-Being of Older Persons. The Journals of Gerontology Series B: Psychological Sciences and Social Sciences. 56:S311-S320. Retrieved May 8, 2009 from http://psychsoc. gerontologyjournals. org/cgi/content/full/56/5/S311

Mise-En-Scene Essay

Forrest Gump For over a century now, individuals have been flocking to witness the magic of motion pictures. It is a world made possible by a director and a dream. Unbeknownst to many, the making of a motion picture is a tedious event, involving scripts, takes, re-takes, and an abundance of post-production editing. Many people sit and enjoy a movie without realizing the complexities and the amount of individuals involved in creating the film. These individuals create the landscapes and backboards for us, the ultimate image also known as the mise-en-scene. My favorite film of all time is Forrest Gump. Forrest Gump will go down in history as one of the greatest films ever made. This film was nominated for thirteen Academy Awards, and took home six of them. This is in part because of the phenomenal cast and crew members involved in the production of this film; individuals such as the director, cinematographer, and art director, to the actors, sound people, and most importantly the editor, who pulled everything together and created the final cut. All of these plus additional elements such as sound, style, societal impact, genre, and film criticism make the film such a masterpiece. In this paper I will go into detail about these elements and as to why they add character and zest to the overall success of the film. Forrest Gump is a film that draws out every emotion that is available to the viewer; at times it draws empathy, as well as sympathy and sadness because of the real-life elements that are a part of the plot. The film is also loaded with irony and many opportunities to laugh at the naivety of the main character, Forrest Gump. Forrest Gump is a story about an â€Å"Unusual man doing unusual things† (Groom, 1996, pg. v). As a result of how fantastic the film was, and how great the crew and cast were, Forrest Gump was nominated for thirteen Oscars at the Academy; which is a highly prestigious honor. Almost all elements of this film were up to be recognized. The list of elements that won an Oscar: best actor, best director, best effects (visual effects), best film editing, best picture, and best writing. However, the list goes on even further when me ntioning the additional ones that were nominated but did not win. This would include: best supporting actor, best art direction-set decoration, best cinematography, best effects (sound effects), best make-up, best music, and best sound (Dirks, 2010). Every one of these elements is crucial to the popularity and overall success of this film. What I plan to take notice of first is the director, Robert Zemeckis. Robert has led a successful career of directing many blockbuster hit movies. Movies such as the Back to the Future trilogy, Cast Away, Contact, and Who Framed Roger Rabbit, just to name a few. It is no wonder why Robert is such a successful and well-known name in Hollywood. Robert is a director that continually makes great films that have recurring actors, Tom Hanks being one of these actors. The style of storyline that Robert chose to use in this film is mostly in chronological order; however, the story is narrated by Forrest in the future, so the story also has moments of incongruous editing. The text states that incongruous editing is when a film jumps around in time (Goodykontz & Jacobs, 2011). You see ’future’ Forrest is telling the story of his life to numerous people who are sitting next to him at the bus stop. The story that he tells is in chronological order, basically catching up to where he is at that moment, at the bus stop. I highly enjoyed this approach that the director used; the story would continually flip back to ‘future’ Forrest as the movie went on. I believe that the movie would have been dull, had it not been from the perspective of Forrest in the future. Excitement is added by the way that he remembers the events in his life, and how even today he is still excited about them. This movie was adapted from the book of the same name, written by Warren Groom and the screenplay was written by Eric Roth. Although much of the story was changed, between the book and the film, it still remains based on the book. This is a story of a man who is highly naive, some would say slightly mentally challenged, who travels the world and is involved with many political events that occurred from the 1960’s to 1990’s. He faces hardships and overcomes adversity. In the final scenes devastating news is given to Forrest; the conclusion in this movie really pulls the whole movie together and makes it very satisfying. The exposition of this movie is right out the box with this film. It starts with a feather floating high in the shy aimlessly, drifting down towards the ground. At first the audience thinks nothing of it, however, as we later on see, this feather floating and landing on the ground in front of a dingy, worn pair of running shoes, is a symbol of the story. It is a symbol of the life of Forrest Gump, a man who drifts everywhere and becomes a part of many cultural events. We then come to realize that Forrest is a little slow and does not perceive the world as the majority of people do; with this we find a lot of verbal irony on Forrest’s behalf. The set-up is that Forrest is pushed away by his peers except a little girl named Jenny. Forrest is the protagonist in this film and his friend Jenny is the antagonist. Goodykoontz and Jacobs describe a protagonist as the main character in a movie; they also describe the antagonist as the character in conflict with the main character (Goodykontz & Jacobs, 2011). Forrest is highly conservative, and Jenny is an outright liberal. As the story goes on, Jenny becomes more and more rebellious towards society’s standards. The confrontation is that Forrest is forever seeking to save Jenny, and to get her to conform to the way of life that he lives. However, Jenny is highly rebellious and wants to live the unhealthy lifestyle that she lives. Jenny was abused as a child and she lives very domineering to the men in her life, and since Forrest is good, she pushes him away, because all she knows is destruction. The conclusion brings everything to a head. This is where Forrest goes to Jenny’s house where she lays on him that she has a son and it is his. This is where it gets all fuzzy, emotionally, because we find out that finally Jenny is settling down and accepting Forrest and his conservative ways. However, in the final moments of the film the story turns sad and Jenny dies of an unknown illness; which leaves Forrest to care for his son that he previously knew nothing about. The main character in this movie, Forrest, is played by Tom Hanks, who is a career veteran of great movies; he is a wild card actor because he is able to play various types of roles (Goodykontz & Jacobs, 2011). There are a couple of secondary actors, Jenny, played by Robin White; Lieutenant Dan Taylor, played by Gary Sinise; and Benjamin Buford â€Å"Bubba† Blue, played by Mykelti Williamson; all of these actors would be classified as character actors, because they have been in other various films, but were always secondary characters (Goodykoontz & Jacobs, 2011). Sally Field is also in this film as Forrest’s mother, but the audience does not see too much of her. Tom Hanks won an Oscar for his grand performance in Forrest Gump. He also won many other prestigious awards such as a Screen Actors Guild award, a Golden Globe, a Kansas City Film Critics award, and an American Comedy award. Robin White and Gary Sinise were nominated for a Golden Globe and a Screen Actors Guild award, but neither won. The cinematographer in this film is a man by the name of Don Burgess. Don was also the cinematographer in other Robert Zemeckis films, such as Contact, Cast Away, and The Polar Express (the latter two films had Tom Hanks in them). The cinematographer in a film is the one who directs the camera and chooses what kind of shot will take place, whether it be a long shot, a close-up, or somewhere in between. They also control the lighting and determine what will be best for each particular scene. The cinematographer designs the mise-en-scene. In the beginning we see a medium shot of a feather floating in the wind; the feather then lands on the ground which the cinematographer uses an extreme close-up of the feather and Forrest’s sneakers. Following this the camera zooms out and moves up to display Forrest sitting on a bus stop bench, next to a woman, as he is commenting about her shoes. This series of events and different shots really adds to the zest of the film. Right off we can hear Forrest’s manner of speaking, in addition to the way that he perceives the world. Another scene that I would like to point out is when Forrest is in Vietnam, and he finds Bubba shot. In this scene the cinematographer uses a lot of close-up shots of Forrest and Bubba. I believe this is to hype up the dramatics of the situation. However, a few moments later Forrest picks up Bubba and runs with him out of the jungle. In this scene the cinematographer uses an extreme long shot; the scene lasts a full 25 seconds, which is a long time for a shot in a movie (Goodykontz & Jacobs, 2011). In this scene, Forrest and Bubba start from far away as they exit the jungle, it continues to progress until finally they run past the camera. This is a very important scene in the film where Bubba eventually dies. The cinematographer did an excellent job of capturing the planes overhead bombing, while Forrest is trying to save his friend. This scene is very meaningful. The editor of this film is Arthur Schmidt. An editor is the person who pieces all the appropriate shots into the final cut, basically rearranging the story into a plot (Goodykontz & Jacob, 2011). Arthur Schmidt won an Academy Award for his stupendous work in this film. There was a ton of post-production done on this film. There was a scene where Forrest meets, President John F. Kennedy, the visual effects team along with the editor made this scene possible; since John F. Kennedy is currently diceased. Another scene takes place where Forrest is running rom some boys because they are chasing him down. In this scene Forrest is wearing leg braces, but there is a moment when Forrest begins breaking out of the braces, while he is running. The editor slows this scene down and closes in on Forrest’s legs, in order to emphasize him breaking out of the bondage that the braces caused. This is a pivotal scene, it is the prelude to the rest of the movie where Forrest is constantly on the move; his legs are a way for him to escape. In addition, this scene is full of direct cuts and jump cuts. A jump cut is when there is an obvious jump in the action during a transition, and a direct cut is when one shot instantly takes over for another shot (Goodykontz & Jacobs, 2011). The various elements that the editor used were simply fantastic; it is no wonder why he won an Oscar for this film. There are many moments in this film where all types of sound are utilized, specifically sound effects and music. Each of these effects boosts the emotional value of scenes. There is a scene where Forrest is getting on the school bus for the first time. He is having trouble finding a seat because all of the students are denying him there seat. All of a sudden he hears the voice of a little girl saying, â€Å"you can sit hear†. During this scene, sentimental music plays in the background, simply adding emotional value to what Tom Hanks is saying. Forrest says to the woman on the bench next to him, as he is narrating the scene, that he finds it, â€Å"amazing what a young man recollects,† how he doesn’t, remember many of his ‘firsts’, but he cannot forget the first time he heard Jenny’s voice, he says that, â€Å"she was like an angel† (Finerman, Tisch, & Newirth, 1994). In addition to the music, every sound other than dialogue was a sound effect that was added post-production. This film was also recognized for its phenomenal soundtrack. In some movies songs are intentionally written for that particular movie, but in Forrest Gump these are previously existing songs that the director thought would fit the tone or mood of the particular scene(s) (Goodykontz & Jacobs, 2011). It is the soundtrack of the 60’s, filled with political songs such as â€Å"For What it’s Worth,† by Buffalo Springfield, and â€Å"Fortunate Son,† by Creedance Clearwater Revival. It also contained songs suitable for the action that was taking place, like â€Å"Sloop John B,† by The Beach Boys, while Forrest is in Vietnam. The song mentions the lyrics, â€Å"This is the worst trip I’ve ever been on,† and, â€Å"I feel so broke up, I wanna go home, let me go home,† these lyrics seem highly fitting for the scenario that the troops were in. The soundtrack won both an Academy Award and a Golden Globe. In our text it quotes that, â€Å"even though we go to films to be entertained†¦movies are something more than that†¦they are also historical documents that help us see—and perhaps more fully understand—the world in which they are made† (Goodykontz & Jacobs, 2011). Forrest Gump touched on a lot cultural events and stigmas. First off is that Forrest is disabled and still was able to do more than most people who are not disabled do in their life. In addition, Forrest saw all people as equal, no matter what skin color they had. He also gave money to Bubba’s family, even though Bubba had died before Forrest created the Bubba Gump Shrimp Co. Forrest gave Bubba’s half of the profits to Bubba’s remaining family. Bubba gave Forrest the idea and Forrest was paying due to his lost friend, through his family. This is something that he definitely did not have to do. He stands for anyone who has ever felt inadequate. Forrest Gump will go down in the history books as one of the greatest films ever made. This is because a huge number of cast and crew made this possible, from the director, cinematographer, and art director, to the actors, sound people, and most importantly the editor, who pulled everything together and created the final cut. Additional elements should be recognized as well for the overall success of the film, such as sound, style, societal impact, genre, and film criticism. A lot of hard work, time and effort go into making a movie, and unfortunately not a lot of the public are aware of this. However, once they learn a few things and realize the distinct meaning behind a slow-motion shot or the color of a characters costume, they take a more appreciative look as to what they are viewing. The mise-en-scene makes all the difference; it is what makes or breaks any movie.

The eNotes Blog Helen Fielding Working on New Bridget Jones Novel(v.g.)

Helen Fielding Working on New Bridget Jones Novel(v.g.) Everyones favourite singleton to be thrust into the brave new world of Twitterature. Its been thirteen long years since a new volume of Bridget Jones diary, with all its obsessive weight woes and love laments, has been unleashed upon the world. In that time, fanatics have had to content themselves with reading the series two books over and over again, to the point of having memorized them by rote. (Okay, maybe some of us are more fanatical than others.) But the agonizing wait is finally over: Helen Fielding has confirmed that she is working on a new Bridget Jones novel to be released late next year. Hurrah! And one of the most interesting tidbits to come out of Fieldings announcement is how her writing and Bridgets life will be thrust into the world of 2012. Instead of beginning the day with her routine account of weight, alcohol units drunk, calories consumed, and 1471 calls made, Bridgets diary entries will begin with a tweet. Says Fielding, Its more like number of Twitter followers: 0. Still no followers. Still no followers.' Perhaps Fielding will take it a step further. What if Bridgets diary was not on paper at all? What if she has discovered the world of blogging, even tumblr, or instagram? Not only does the new medium give Fielding lots to play with, it gives Bridget an infinite number of worries to obsess over, like the number of visitors she has on her online dating profile, or her mothers permeating presence on Facebook. Worries that make her just like the rest of us, regretful though we are to admit it. In the age of social networks and text messages, Bridget has the power of instant drunken replies.Oof, tumbled over. As for the story at the heart of the work, its a mystery as to whether the perennial men of Bridgets life, sensible Mark Darcy and reprehensible Daniel Cleaver, will be making an appearance. Some characters remain and some may have disappeared, Fielding said. Theyll still be presences in the book. Like all of us you keep your friends, people stay in your life, but everyones life moves on. What? Possibly no Darcy and Cleaver? But what will have become of Bridget? If she is to have aged in real time, that would put her in her late 40s to early 50s. Is she the tragic spinster retread she always feared shed be, the threat of being half eaten by alsatians looming? Or the lonely single mother of a pair of troublesome teenagers? Fielding isnt giving away much information. She has grownup. My life has moved on and hers will move on too. Shes still trying to give up [drinking and smoking], shes still on a diet. Shes trying a bit harder, and is a bit more successful, but shes never really going to change. Phew. Now all one has to worry about awaiting this twitterature-influenced Bridget Jones episode is avoiding eating the entire contents of ones fridge. Non v.g.

Surviving the Dangers of Working from Home - Freewrite Store

Surviving the Dangers of Working from Home - Freewrite Store The Dangers of Going Freelance The advertisement reads: Day job got you down? Why not branch out on your own and make your mark? This is what I call ‘the fantasy.' If you want to branch out on your own, you have to be realistic. Yes, you get to work from home. You get to decide what projects you’ll work on. You get to monetize your chosen skill. There’s a lot more freedom of choice. But there are also a lot of dangersthat you must be aware of. The Dangers of Going Freelance So you get to work from home. Great! But what does this mean? Option 1) You get up, have a shower, and sit in your office at home. You may have a hundred different projects to get to work on. You eat a quick snack at home in your kitchen when you’re hungry. You take a break at home in your living room. You decide you’re too tired for work, so you have dinner at home. What to do this evening? You could watch a film at home on your own. Now it’s bedtime. Noticing a pattern? Everythingyou do is at home. Option 2)You wake up at midday and lounge in bed till 1 pm. You finally drag yourself into the shower. You spend two hours choosing your outfit and making breakfast. You sit on your sofa with your laptop and stare at the screen. Okay, just one episode and then you’ll work, right? It’s now 4 pm, and you haven’t done any work. Not hungry - why bother making lunch? Feeling guilty, you do something that makes you feel like you’ve done a lot. 6 pm, time to cook dinner. You could watch a film while eating dinner, why not? 10pm...well now it’s too late to do any work. Working from home is a lot harder than it sounds and the day-to-day routine can be worse than the humdrum office commute unless you combat it early. With a lack of routine comes boredom, loneliness, procrastination, low levels of motivation, bad health, and, as a result, low self-esteem. You cannot build a good business when you’re unhappy. But it’s not all doom and gloom if you do it right! Combating the Dangers 1. Scheduling This sounds like the death of fun, but without a schedule, you’ll have no will to work. Make a schedule and stick to it. (I’ll elaborate on scheduling in a minute.) 2. Go out In the evenings, it starts to hurt when you realize you haven’t even left the house to go to the corner shop. Try to organize evening activities: societies and clubs, gigs, drinks out with friends†¦ It is very important to have a social life. Not only will evening activities give you something to look forward to and steer away the boredom, but it will also stimulate the mind. Try to split up your days, as well. Join a morning yoga class, a creative writing course, an evening book club. Get yourself out of the house! 3. Do your work in a cafe I considered this at first and frequently talked myself out of it, thinking I’d feel incredibly lonely sitting in a busy cafe alone. A month into my new freelance business, I was waiting in a cafe for a friend. I took out my notebook and found myself, one hour later, knee-deep into my third article. There’s something about the hustle and bustle of a cafe that makes you feel busy and keeps the mind buzzing. Despite the noisy backdrop, there’s far less available to distract you. Most importantly, working in a cafe gets you out of the house. 4. Avoid distractions. A lot of your time and concentration will be taken up by the buzzing of your phone. Ignore those notifications. Put your phone on silent and close everything on your laptop that you don’t need for the task at hand; get your head in the game. You’ll find you may enjoy throwing yourself wholeheartedly into a project. Concentration Tactics Getting yourself to start working is half the battle, but then you need to keep working. 1. Write a To Do List Before doing any work, write out a to do listand get every little nagging task out of your brain. The washing, the grocery shopping, paying that bill, writing that article, contacting that client†¦ Keep the to do list on hand because you will remember something else you have to do in that thirty-second break you take to get a glass of water. 2.  Zone Out I find it easier to work when there’s some background noise.When you’re working at home put some music on in the background. (Tip: I find orchestral music is best for this because there aren’t any lyrics to sing along to!) 3. Be Real Be realistic about the time it takes to do things. Pessimists say it always takes thirty times longer than you expect. It’s okay to take your time to do things. 4. Ease Up You need to remember to give yourself a break (though don’t overuse this excuse!). Give yourself a break every few hours, rather than just one break a day. The mind always works better when it isn’t tired. You don’t have to reach the end of your day feeling blasted. Scheduling It’s a very different thing, organizing your time around a deadline you’ve been given and sticking to deadlines you’ve given to yourself. There’s no one to penalize you except yourself. There are many different ways of scheduling your life. Try each of them and find the one that suits you best. 1. Lists List everything you need to do and make your way through it. The list will grow as you get things done because, a lot of the time, getting one job done creates another three jobs. It is very important to finish what you are doing before starting something new. 2. Planner Draw out a table with days and times of day and rigidly decide what you’re going to do hour by hour (keeping in mind the time it takes to do things). 3. Reminders Get a reminders app on your phone. It’s like a to do list, but you can set alarms for each task. 4. Move location Start the day at a desk, move to your sofa, to the floor, to another desk, to the bed, outside. Stale surroundings can spark boredom and boredom is dangerous. 5. Keep it simple Underestimate yourself; set one big task for the day and feel great when you do more than just that task. 6. Split it up Scared of the giant task ahead? Split it into lots of smaller tasks, so it feels more conquerable.    It is very important to be realistic about the amount you can get done each day - don't think about quantity completed, but time and effort spent. Things do take time. Don’t get yourself down. You’re doing something awesome. You’re creating your own business from scratch! Don’t forget to give yourself a pat on the back once in a while!    Maddy Glenn has been writing fiction from age seven. Maddy recently designed and released a free creative writing course on her website.  She developed a freelance editing and writing platform, focusing on editing fantasy fiction and writing articles to help new writers develop their skills.

Media and Teen's Body Image Essay Example | Topics and Well Written Essays - 1500 words

Media and Teen's Body Image - Essay Example Media creates a negative body image of young girls portraying and popularizing 'very thin" models and distorted bodies. Such displays undo associations of femininity with excess, over-indulgence and lack of control. Women with eating disorders are merely the extreme version of the widespread desire for 'a slender body' prompted by the opposition in consumer culture between discipline and excess. Bordo (1989), one of the most popular feminist writers and critics, suggests that eating disorders characterize the modern western 'self'. In this case, media becomes the most influential source of information which forms tastes and preferences of young girls. Following Holmstrom (2004): Research has shown that a discrepancy between the "actual" self (attributes you and others believe you possess) and the "ideal" self (attributes you or others believe you should possess) can produce negative emotional states such as sadness, discouragement, and depression. An average [girl] may be discouraged by the discrepancy between her body and that of the media ideal" (196). Statistical results vividly portrays that the incidence of bulimia nervosa (one to two per 100 women) and anorexia nervosa (one per 1,000 women) of western women suggests a social pathology (Gauntlett 78). Also, a survey of readers of the popular magazine, Vogue, suggested that almost 15 % of 25- to 24-year-old respondents were anorexic or bulimic. These results correlated with respondents' extreme concern about their body images, self esteem and ability to cope with stress (Gauntlett 80). Young girls over-estimated their own body size and identified over-thin models as their ideal body shape. Increasingly, analysis of anorexia has been linked to feelings of powerlessness. Critics (Snow 187) underline that what begins as a refusal to be part of the power structure becomes a form of power and control in the behavior itself. For many girls, 'ideal' body images represent adulthood and independence. Bordo (1989) argues that media practices produce self-regulating 'female subjects' through the demonstration of control over the physical body (29). Through processes of self-monitoring and self-regulation of the body, multiple demands and conflicts placed upon it could be accommodated. Bordo states that the 'preoccupation with the "internal" management of the body is produced by instabilities in the "macroregulation" of desire within the system of the social body (Bordo 1989, 96). Media depicts and popularizes an ideal body image which becomes standards for many girls. Femininity is constructed as a process of selecting an ideal image and adapting available clothing and cosmetics to realize an approximation to that ideal (Gauntlett 28). Attributes of femininity are also shaped by the