Comparison of the films Psycho and Scream Essay Example

Comparison of the films Psycho and Scream Essay Example Comparison of the films Psycho and Scream Paper Comparison of the films Psycho and Scream Paper Essay Topic: Film The film Psycho would have shocked the audience when the film was first released in 1960, and due to the well thought out story line and unpredictable ending, still would have the audience captivated in the year 2002. Hitchcock kept pushing the boundaries as to how far a horror film could go. This kept the audience in shock and excitement as this kind of imagery had never before been seen at this time. The nudity shown on screen would also have shocked the audience because normally at the time, (1960) the viewer would not be used to such graphic imagery, however mild it may appear to be today. Hitchcock used many taboo subjects in his films and also graphic scenes. I believe that these scenes were very good at creating publicity and giving a very unique out-look on his work, as it seperates him from other directors. Hitchcock succeeds in creating suspense through-out the film Psycho, especially the shower scene. This would have to be one of Hitchcocks most famous scenes. Hitchcock wanted the audience to believe that Marion Crane was actually getting stabbed, but had to use limited effects due to censors and budget. Hitchcock uses many filming and sound techniques to get the best sequence across to the audience, without making it too violent. Hitchcock used around seventy-eight different camera angles to achieve the best possible murder shot. He also used many different types of camera shots to add to the effect of the scene. Hitchcock varied the lengths of the shots, to give a more frantic feel to the scene, such as a close-up, closely followed by a medium close-up. Another interesting aspect of the stabbing is the way the audience never actually views the knife penetrating the skin. I feel that the scene was more effective without the actual stabbing as it made the viewer imagine what was happening. I believe that Hitchcock had a lot of dedication to his films, as he was willing to go through so many different stages and shots to get his point across, and create suspense and tention with not only the visuals but also the sound. Another part of the film which a modern day viewer may not think was very unusual, was the first scene, which showed Marion sleeping with Sam, despite not being married to him. Normally in the 1960s it would be considered as wrong for a woman to sleep with a man who she is not married to. This showed more evidence of Hitchcock taking risks and going against usual old fashioned morals. I strongly believe that this began mordernising the film industry. I have chosen to compare Psycho to,Scream, as I believe that both directors where trying to break out of the predictable horror movie cycle, which had been rampant during thses times. Scream had a much larger budget than Psycho, and was released many years later in 1996. Since it was released in October of 1996, it has made over $86 million dollars, and two sequels have been released. Wes Craven (The director of Scream), is also famous for other blosckbuster movies such as, I know what you did last summer, I still know what you did last summer and The mind ripper. Craven has in each maintained a gripping dedication to the genre that he was made famous for, horror. Craven is a modern day director and is therefore able to use things like sex, nudity and graphic scenes of violence, freely and without as many restrictions as Hitchcock. Who had to work around these problems. Craven also uses many unpredictable story lines and plots in his films to create suspense, just as though Hitchcock did in many of his films. Cravens films mainly consist of a killer, victims, a motive and without a doubt, fear. Horror movies in the past may have seemed to be very predictable, so an avid or experienced horror film viewer, would have some preconseptions of a teen horror movie. As most modern teen horror films are usually predictable and have identical or similar story lines as those made previously. Many modern day teen horror films usually contain basic survival rules. Such as the main character remaining a virgin, and not drinking or taking drugs. These types of characters are mainly portraid as strong minded individuals, who only end up being killed if they take part in any of the previously mentioned activities. A lot of modern teen horror films contain phrases like, whos there? or Ill be right back, coincidentally if a person says them, they will inevitably be murdered. Craven abandons these predictable out comes in Scream when the main character, Sydney Prescott, loses her virginity, drinks and actually lives to be in the two sequals. These new ideas and abandoning old ways whilst bringing in new convention, create more suspense and leave the film very unpredictable to the audience. Just as though Hitchcocks Psycho did. In conclusion I believe that without Hitchcock starting, what I would call a revolution in the film industry; by pushing the limits and using low cost effects to create a more realistic cinematic experience. The film industry would not be as decensortised as it is today. I also believe that Wes Craven plays a big part in modern day films as he is, like Hitchcock, inventing new and less predictable ideas, therefore challenging directors to come up with more inavative films.

College Essay Writing

College Essay Writing College Essay Writing To sum up, the introductory paragraph briefly outlines the topic, methodology, and structure of good college essay. In order to check whether you have written an informative introductory paragraph, you should ask yourself the following questions: "What" is the essay all about? "How," i.e., with what method, do I approach the college essay topic? "When" in the course of the essay am I dealing with subtopics? If you are able to answer the questions "what," "how," and "when" while reading college essay introduction, you definitely have a thesis statement which informs an essay reader about the choice of your subject matter, your methodological approach, and the sequence of arguments. If you are not self-reliant and you are not sure that you can write your English college essay, it may be a good idea to take advantages of college essay online help! In this case, professional online college essay help is appropriate for students who lack profound writing skills and have no time. College Paper Writing Every subsequent paragraph or section of the main part of your essay should be a self-contained argument that develops one particular aspect of the general topic. It is crucial for every paragraph to have a topic sentence which highlights the main idea of the paragraph and establishes a connection with the overall topic of the college essay writing (i.e., the thesis statement). The proper placement of a paragraph within the structure of the entire English essay is equally important. The sequence of the individual paragraphs should be logical and comply with the sequence of argumentation that you established in your "road map." Writing College Essay Smoothly leading the essay reader through your arguments, you ensure the logic of your college essay. One of the cornerstones of lucid writing is general single-sentence paragraphs. If every sentence of your academic essay forms a paragraph of its own, you have to improve the organization and logical structure of your text. This can be achieved by uniting single sentences into units of thought with identifiable topic sentences. 1 Does the paragraph develop a single, coherent aspect of the overall topic or argument? 2 Does the paragraph begin and end with smooth transitions? 3 Is the paragraph positioned correctly within the English college essay? You are welcome to order professional custom essay writing help on our site! We will deliver custom written college essay prior to deadline. We guarantee unlimited revisions and free plagiarism report. Do not miss this chance to improve your grades on college essays without any efforts. In addition, you may order professional essay editing services and get a polished paper in a couple of hours! Read also: Free Essay Editing Essay Company Need a Professional Essay Editing Essay Service Write My Essay for Me

Organizational Theory Essay Example | Topics and Well Written Essays - 250 words

Organizational Theory - Essay Example This reduces the need for several hierarchical levels and through standardization it is possible to maintain a flat shape of the organization. Horizontal differentiation is the second possible solution. In horizontal differentiation each department is broken up into functional teams. The consequence of horizontal differentiation is that organization takes a tall shape, but the communication issues are minimized (Jones, 2009). The hierarchy in an organization may be taken as the route map of how employees perform their tasks and resources are assigned, or in other words the manner in which things happen in an organization. However, quite often things happen outside of this formally designed channel. The extent to which informal channels develop and are utilized depends on the norms and values of the culture of the organization. When the norms and values are conducive to informal channels developing in an organization, the informal channels develop and become an additional pathway for things to happen in an organization (Jones, 2009). Literary References Jones, G. (2009). Organizational Theory, Design, and Change. New Jersey: Prentice Hall.

Aotmic Bomb Essay Example | Topics and Well Written Essays - 500 words

Aotmic Bomb - Essay Example According to Colonel Paul Tibbets, The man who dropped the bomb. The original plans were to have the bomb dropped in Germany but the idea was dropped after Germany surrendered. Japan was not the primary target. The decision to drop the bomb to Japan was considered after Germany surrendered (Studs). Critics also argue that there was an element of racism, why was the bomb drooped on Japan and not Germany, was it because greater precautions were exercised in considering to drop the bomb on Germany which was a "white" nation and less care was taken against Japan as they were "yellow". If America really wanted to use the bomb in Germany then, the Manhattan project would have been accelerated (Edward). The assertion that the USA bombed Japan to end war wasn't correct but a war gimmick to justify the massacre of innocent civilians asks (Tony). The USA had to show its rival, the USSR that they were capable of destroying a city completely. To prove to this the bomb had to be tested on human beings. The Japanese squadrons were fighter jets, piloted by Japanese suicide pilots in an effort to fight the Americans. These suicide pilots died in attempt to bomb American ships and military bases. In this context it wasn't necessary to bomb Japan as their weapons and military equipment were inferior.

Various styles of poetry writing Essay Example for Free

Various styles of poetry writing Essay Throughout the decades that have past, we as literary pupils have come to embrace the fact that there are indeed numerous styles, tones, and methods of which one could go about writing. Familiarizing ones self with such methods is crucial before beginning to attempt to truly understand and appreciate the written word. This chillingly profound and exquisite piece of literature expressed by Thomas Hardy titled â€Å"The Convergence Of The Twain† demonstrates various, distinctive examples of the different methods and styles of poetry writing. For each word there is a meaning in poetry, and behind every meaning there has been a thought to derive that meaning. Among the most common and vital methods of writing associated with poetry that is used in this poem is known as diction. Diction is originally referring to the writers style of expression, meaning the way he expresses himself throughout the poem as well as his distinctive choices. Diction also refers to sense concerns and style, rather than word choice and style. Diction is used sparingly throughout this poem. Ever so often, it is believed that poetry should be heard clearly and precisely to its fullest extremity. Diction is a sensible way of allowing ones self to do so in literature. Another type of writing that is essential to the world of poetry is known as image or imagery, which is clear sharp language that will describe what is happening so the reader can get somewhat of a visualization of what is going on in the poem. â€Å" Jewels in joy designed To ravish the sensuous mind, Lie lightless, all their sparkles bleared and black and blind. Over the mirrors meant, To glass the opulent. † In this excerpt from the poem speaking of the devastating tragedy of the Titanic, Thomas Hardy uses words such as ravish and sensuous to depict a dramatic scene as the light that once sparkled over the vast and deep ocean has now faded into darkness. This visualization so carefully and beautifully described here is a perfect example for imagery, which is used vicariously throughout this piece. The dramatic veil that the writer drapes over this poem expels pure sorrow. This is yet another example of a common technique used in writing known as tone. The tone of a poem is the writers desired mood or setting for the piece. The ambiance must be just right for the reader to fully understand the message that is trying to be expressed. The tone of a poem also displays and encompasses the writers attitude toward the piece as well as the audience or readers. Without tone, or any of these styles of writing, the poem would, in fact, not be complete. There are many attitudes of which the tone of a poem can comply to. Informal, formal, serious, playful, somber, solemn, ironic, condescending, and many more. The tone or attitude for this poem is a combination of sorrowful and devastating. Without these different types of attitudes meant to spill off of the pages of any piece of literature, this poem would have no soul or emotion. And, as a lot of people should already be aware of, without such emotion or soul, a poem can prove to be extremely boring. Fortunately, adding tone to your piece can turn the entire thing around. Yet another vitally used form of writing that is often used and frequently used in â€Å"The Convergence Of The Twain† is known as connotation. Connotation refers to emotional expressions that are additionally added to any specific phrase or word in the piece. Connotation is also commonly known as emotional association with a specific word. All of these methods of writing are essential in poetically expressing ones self because they allow the displaying of ones true emotions and feelings behind the written word rather than just barren and empty words. Connotation is used a lot in poetry for this very reason. Another common method of writing that is used quite frequently is what is known as Irony. It is possible for irony to arise when there is a discordance of between ones actions and the results of these actions, most importantly if the result of this act is shocking or somewhat striking. Another way for it to seem to be ironic is if it is seen by an outside audience. For example, if a person is waiting for a taxi cab for fifteen minutes and finally decide to leave, then the person who was waiting behind them gets into a taxi that comes a second after the first person leaves, that is thought to be considered ironic. There is, in fact, irony in â€Å"The Convergence Of The Twain. † The irony here would be the fact that such a profound, strong and beautifully built ship that was thought to be so powerful and even unsinkable, does in fact, sink. There are different senses of irony, all of which revolve around the simple yet often disregarded fact that there is a perceived notion of a gap between an understanding of reality, or ones expectation of reality, and that of what actually happens. The different forms of irony include, Tragic, Socratic, and Cosmic irony. Tragic irony can occur in many shapes in forms. It can specifically occur when a character in the story is ignorant as the reader or audience has already began to foresee what is going to happen. This poem showed no true signs of tragic irony, although the story was, in fact, tragic, it does not imply with this method. Socratic irony often takes place when someone of high prestige pretends to be ignorant or foolish, to expose the foolishness of another person. Finally, Cosmic irony is when a higher being interferes or interacts with a characters life and creates ironic settings. This poem most certainly shows cosmic irony for the unsinkable ship to actually sink. In conclusion, there are many different styles and techniques for writing, all of which assist in detailing ones literature so it can be understood. Furthermore, these styles also help to engulf the literature with emotion and substance so that it pours from the pages, rather than just spills, making a mess. It is important to understand these different styles in order to truly appreciate the powerful and wondrous written word.

Analyzing Eyre and Copperfield Essay -- Literary Analysis

In the novels Jane Eyre by Charlotte Bronte and David Copperfield by Charles Dickens, the protagonists are retrospectively looking back on their lives and illustrating tribulations they endured regarding familial, social, and romantic relationships. At the end of both novels, the central characters find harmony in idealistic partners. Ultimately, both novels demonstrate the necessity of eminent relationships, the impingement of negative relationships, and the experiences that led both protagonists to recognize the difference between which relationships were hindering and which were constructive. The Bildungsroman genre entails a character’s formative years and his or her development from childhood. The characters from this type of novel recall, in detail, past relationships and experiences that impacted the characters growth, maturity, and exemplar for their relationships with other characters. An important component to Bildungsroman novels is the concentration on the characters childhood (Gottfried & Miles, 122). In Jane Eyre and David Copperfield, both characters childhoods were despondent. Both characters experience the loss of a parent: Jane is a literal orphan; David’s loss is metaphorical, then literal. When Jane Eyre begins, Jane has already lost both parents and is under the guardianship of her aunt, Sarah Reed. Reed and her children, Jane’s cousins, are abusive to Jane and never accept Jane as family. Jane has lost both parents and with the death of her uncle, Sarah’s husband and an advocate for Jane, Jane is without any caring re lationship. In addition to being without affection, Jane must endure torment. It is this lack of adoration that leads Jane to seek acceptance throughout her life, while attempting t... ...ight is present as the main character retells their life story, but is capable of exhibiting the naivety and inexperience that the character possessed at specific stations throughout their life. Works Cited The Undisciplined Heart of David Copperfield Gwendolyn B. Needham Nineteenth-Century Fiction , Vol. 9, No. 2 (Sep., 1954), pp. 81-107 Published by: University of California Press Article Stable URL: http://www.jstor.org/stable/3044322 Defining Bildungsroman as a Genre Marianne Hirsch Gottfried and David H. Miles PMLA , Vol. 91, No. 1 (Jan., 1976), pp. 122-123 Published by: Modern Language Association Article Stable URL: http://www.jstor.org/stable/461404 Bronte, Charlotte. Jane Eyre. Charleston: Forgotten Books, 2008. Print. Burstyn, Joan. Victorian Education and the Ideal of Womanhood. Hatfield, UK: Routledge, 1980. 138-40. Print.

Epistemology: Logic and Knowledge Essay

What is knowledge? How do we know what we know? Do we really know anything at all? These questions, as well as multiple others that arise when searching for the answers are what epistemology is all about. Various philosophers present their own positions in which they try to provide answers to these questions. From externalism to internalism, empiricism to rationalism, and even skepticism, we are exposed to a wide variety of ways that these thinkers use to find the key to truly objective thinking. It can be said with little to no argument that knowledge implies truth. You can’t know something if it’s false; it just isn’t so. You can start by saying knowledge is true belief, but you need something more to prove your true belief. Philosophers call this something a warrant. Therefore we come to the conclusion that knowledge is warranted true belief. Now, this begs the question: what is warrant? This question leads us to a major division epistemological thinking; externalism and internalism. Internalists believe that a belief is warranted if it stands in the right sort of relation to other beliefs. They say that knowledge is justified true belief. Externalists believe that a belief is warranted if it stands in the right sort of relation to the world. They say that knowledge is true belief arising from a reliable process external to ourselves that connects us with the known (309). Every philosopher’s views fall into one of these two schools of thought. The externalist approach is very dominant in Indian philosophy. The Nyaya philosophers practiced Externalist Realism. According to Nyaya philosophy, knowledge is true belief produced by a source of knowledge, or pramana. There are four sources of knowledge that the Nyaya Sutra, the earliest form of Nyaya work, characterizes. These are perception, inference, analogy, and testimony (310). There are guidelines to determine that our source of knowledge we use to justify a belief is genuine. A perception must be veridical, must not be mediated by language, and must arise from a direct sensory relationship with the object known (310-311). There are three types of inference; inferring the effect from the cause, inferring the cause from  the effect, and inferring a general rule from its instances (311). For example, you see someone light a scented candle, so you infer the room will smell good. If the room smells good, you infer that a scented candle was lighted. From this, you infer that in general, when scented candles are lighted it makes the room smell good. We make inferences from things that we perceive, however, inference does not reduce to perception since it produces knowledge about things we do not immediately perceive (311). Analogy is restricted to the acquisition of vocabulary only because presumably one would learn of new objects through direct perception, reliable inference, or trustworthy testimony (notes class #4 9/4/13). We learn most of what we know from the testimony of others (what they say and write). Their telling us is the cause of us knowing it; we are made to know things by what other people say (311). A source of knowledge justifies both its result and itself; it is self-revealing like a self-illumining lamp. This is how they make a foundation for other knowledge to be justified by. Nagarjuna, a skeptic, rejects projects of epistemology. He believes in the Buddhist message of interdependent origination, which states that everything is interconnected, and emptiness, which states that everything is â€Å"without a reality of its own (314). † He rejects the idea of â€Å"knowledge sources,† because there is no source for the identification of those sources. If you look for one, then what is the source for that source? Nagarjuna calls this endless search for sources an infinite regress. In response to the argument of the sources being self-proving; he argues that something to be proved cannot be a prover. (316-317) For example, if a couple with a daughter has another child, a boy, then that daughter becomes a sister. At the same time, the boy becomes a brother. The girl is becoming a sister because the boy is born, but the boy is becoming a brother because the girl exists, so who produces whom? Gangesha, founder of the New Logic, states that a skeptic’s argument is self-defeating because it employs the very logical patterns that it denounces (317). If it is impossible to know anything as skeptics argue it is, then how can the skeptic know what they are talking about? Skeptics use inference to guide action, so why is not okay for philosophers to use it to support their theories (317)? Gangesha claims that skeptics are hypocrites because they doubt in the seminar room what they accept outside of it (318). They doubt a philosopher’s reasoning for believing that cars on the streets are real, but wouldn’t stand in front of one driving towards them. In Gangesha’s mind, a true skeptic is one who wouldn’t move out of the way of oncoming traffic, wondering whether it’s all a dream. Nargarjuna’s arguments are smart and make sense, but the realist’s argument of the four pramanas is strong enough to not be debunked by him. You have to be able to have a point where you can stop questioning and just trust your senses. If you see something that looks likes orange juice, smells like orange juice, feels like orange juice, and tastes like orange juice, your perception is enough to prove that is indeed orange juice. Gangesha also makes a very good point about the hypocrisy of skepticism because if skeptic’s truly believed that you could not know anything, how would they even know to believe that? It seems that a true skeptic would not be able to live sanely. On the other hand, there are the internalists. There are three traditions of internalism in Western philosophy: rationalism, empiricism, and skepticism. Plato begins the rationalist tradition which sustains that we can are able to attain knowledge independent of experience (604). He argues that our knowledge of the material world exists because of our prior acquaintance with forms (334). Forms are abstract universals that exist independent of us. They make things what they are, and enable us to think about things as they are (599). Knowledge is the subjective possession of an objective truth (notes class #7 9/11/13). Plato states that when we know something, we can reflect on our reasons for believing it and be able to provide an account that proves why we know what we know is true (334). According to the Meno, an account of X must meet at least three conditions. First, it must be applicable to all instances of X (not too narrow). Second, it must not be applicable to things that are not X (not too broad). And third, it must not be circular (not contain in the account itself any mention of that which is to be defined or explained) (335). An example of an account being circular would be defining a friendship as a relationship between two friends. In the Theaetetus, Plato rejects the definition of knowledge as perception as too narrow. He argues that knowledge is justified true belief and there are basic items, like letters, that we can’t justify by anything else, but still know more clearly and directly than anything else. These items are a foundation of knowledge that justify everything else. Plato’s idea of forms seems a little too out there to be legitimate. There is nothing tangible about them which makes them hard to believe in. It’s weird to use something so hard to prove the existences of as a basis of knowledge. Another rationalist is Rene Descartes. Descartes also uses a new strong skeptical argument to show that there is a foundation of certain beliefs on which all other knowledge rests (373). His goal is to stop the infinite regress by finding foundational truths that cannot be doubted. His method was to doubt literally everything possible to see if he could find an unquestionable foundation for knowledge. He believes that illusions and dreaming give us reason to doubt everything we have ever learned from our senses (374). Descartes finally found a secure foundation for knowledge in that you cannot doubt that you exist. There can be no strong skeptical arguments made against â€Å"I think† or â€Å"I am. † If you doubt that you exist, who is doing the doubting (374)? Descartes theory is very interesting. The way he doubts everything to prevent doubt makes it seem almost foolproof. The third rationalist is G. W. Leibniz. Leibniz believes that no matter how many instances there are that confirm a general truth, there are not enough to establish the universal necessity of the same truth (385). Leibniz believes in a foundation of knowledge that justifies everything else. The items in the foundation are known, they are necessary truths and in fact, some are innate to our minds (386). He states that objects of our intellectual ideas are immediate and always present in our understanding (386). The first philosopher of empiricism is Aristotle. Aristotle deals with the separation of the mind and body. He distinguishes sensation which happens through sense organs from thought which seems to be a function of mind, and argues that the mind is separable from the body (notes class #7 9/11/13). He that since everything is a possible object of thought, then that in the soul which is called mind is before it thinks, is not actually any real thing, and this is why it cannot reasonably be regarded as blended with the body (344). Empiricism claims that sense experience is the ultimate starting point for all knowledge. Aristotle states that forms are not constituents of reality like Plato believes, but rather products are the mind and the mind takes on form from experiences (notes class #7 9/11/13). While none of these philosophers ideas can ever be 100% proven, that’s exactly what is interesting about epistemology. It could be studied endlessly. The search for what constitutes knowledge and true belief is a difficult one and these novel ideas are still fascinating to minds of every generation.

Hitler’s Underestimation of the Allies

Toni Smith 12/4/09 â€Å"The Boys’ Crusade† concerning Hitler’s Underestimation of the Allied Powers In his book â€Å"The Boys’ Crusade† Paul Fussell develops the theme of Adolf Hitler’s underestimation of the Allied forces. Hitler’s failure to accurately evaluate the power of the Allied enemies led to the destruction of the Axis powers and precipitated the end of WWII. He underestimated not only the strength of the Allies, but also their determination to win, their combined cooperation, their militarial organizational skills, and their combined technological advances. This underestimation was a product of Hitler’s personal theory of German Aryan racial supremacy over other races and was commonly accepted to some degree as the social Darwinist ideas of the time. In Hitler’s eyes, Germans were a dominant species, set apart from other races by their motivation, their loyal dedication to the Fuhrer, and the strength of their willpower. Hitler believed Germans would prove themselves to be superior on the battlefield if only because of their pure racial background. The lack of discipline and the dismissive attitudes of Allied troops were factors that Hitler believed maintained the theory of racial supremacy. The Germany military, called the Wehrmacht, the SS, and the Gestapo were all strictly trained and highly disciplined units. German parades during WWII consisted of controlled marches in uniform through the streets of German cities. Nazi officials aimed to show the Aryan population the strength and pride of the German military. In contrast to the strict discipline of the Wehrmacht were the Allied forces, in specific, the American troops. They gained a reputation of general laziness including â€Å"slouching postures, gum chewing, leaning against walls when tired, keeping hands in trouser pockets, and †¦ profanity†¦Ã¢â‚¬ 1 Hitler saw the slovenly attitudes of the American troops as a solid example of the supremacy of the Aryan Germans. Fussell states that because conditions at the front line were so deplorable many psychological problems and morale issues arose. Also, a general unpreparedness of new recruits was a critical concern, which could have been avoided by training infantrymen for the psychological aspects of warfare. Too late, military planners found that unless replacement troops were â€Å"trained rigorously and prepared psychologically for the carnage of the front lines, they would not survive long and tended to revert to cowardice when faced with violent action. †2 In trench warfare the abysmal living environment, illness, fatigue, loneliness, and constant fear of death created a hopeless feeling of fighting in a meaningless â€Å"never-ending† war. The psychological health of Allied troops was a crucial factor in relation to the positive morale and overall troop resilience, especially of those confronted daily with violent action. The infantry suffered the highest percentage of total casualties throughout the war, and was forced to fight in the worst conditions. The idea of a â€Å"never-ending† war was created in part by the demoralization of troops during the middle stages of the war, before an end was clearly in sight, and also because American troops knew there were only three ways â€Å"to escape from the front line with its discipline, anxiety, and horror: the unlikely sudden end of the war; a wound; and death itself. †3 Before the winter of 1941, Hitler had not considered, the threat of U. S. involvement in the war. However, when the U. S. declared war on Germany and Japan on the 11th of December, 1941, Hitler wholeheartedly believed Germany was ready to challenge Britain and America in a war of global magnitude. Hitler had previously assumed the U. S. would stay out of a European conflict to continue their chosen policy of isolation across the Atlantic. But Germany was not materially prepared for a global war drawn out for more than a few years. Though the U. S. lacked the discipline and fanatical loyalty the German troops showed towards their Fuhrer, Americans were not entering a war without national strengths. The Germans were renowned craftsmen and had the capability to produce high-quality weapons and war-materials but they were not equipped for the scale of production necessary for victory in a global war. However: the strengths of the American industrial tradition – the widespread experience with mass-production, the great depth of technical and organizational skill, the willingness to ‘think big’, the ethos of hustling competition – were just the characteristics needed to transform the American production in a hurry. 4 The U. S. as quite familiar with the technique of mass-production and implemented it very successfully. The American motor industry adapted so well to the program that â€Å"once the conversion was completed the industry began to overfulfil its orders. †5 Based on the opportunities of individual profit, many prospective entrepreneurs found that the war opened a door to the world of business. Germany had been making preparations for war since Hitler took control of the state on the 30th of January, 1933 and the American leaders were aware of just how far behind in production they were. The military weakness of the U. S. was a consequence of geographical and political isolation, but in only four years the giant plans approved by Roosevelt and Congress in the first weeks of war â€Å"turned America from military weakling to military super-power. †6 The strategy of mass-production encouraged individuals to involve themselves in the production of war materials, giving them a personal and unique sense of dedication to the war effort. Production began with Roosevelt building a wartime planning infrastructure, run by business recruits. He employed a strategy in which business was given a good deal of responsibility to further the war effort. The American approach to â€Å"production on this scale made Allied victory a possibility, though it did not make victory in any sense automatic. †7 Hitler was anxious for a victory over the Soviet Union, not only to satisfy a sense of retribution remaining from the German defeat of the First World War, but also to accomplish the goals he set out in his book, Mein Kampf, to attain Lebensraum, or living space for an expanding Aryan population. Even the war with Britain couldn’t distract him for long, and â€Å"in the summer of 1940 he turned his back on Britain, who could, he argued, be finished off by the Luftwaffe in good time, and looked eastward. †8 Hitler was so focused on the conflict against the Soviet Union, that he didn’t correctly prioritize the two conflicts and the necessary war materials needed for a victory in a war against a second front in the West. Hitler had an overabundant confidence in the superiority of German troops and German tanks and didn’t realize how decisive the Allied landing at D-Day and later the battle at Stalingrad would be. The landing on Normandy beaches were a welcome success after the months of small and costly victories in Italy and North Africa. Though Stalingrad is generally considered the most decisive battle of WWII, D-Day marked a major turning point for the Allies. The landing forced Hitler to fight a war on two fronts, which relieved some pressure from the Soviets’ bitter struggle against the Wehrmacht in the East. Hitler’s Germany was beginning to stretch thin, as â€Å"a great chasm opened up between Hitler’s plans and the material reality. 9 The Allies effectively used technology to gain the upper-hand to aide in the victory of the Second World War in Europe. The strategy of synchronizing air support with ground forces promoted forward surges of troops while destroying dug-in German fortifications and causing enemy casualties. In the Battle of the Atlantic, the British were able to crack the German naval code and use decoded transmissions to steer convoys of merchant ships away from the packs of waiting U-Boats. The Allies proved their organization and cooperation abilities during the Battle of the Atlantic. The British and Americans worked together successfully to â€Å"render redundant naval strategies still rooted in the battleship age†10 by the use of air power in groups called support escorts to keep merchant ships safe from U-Boat damage. The success of U-Boats destruction was increased with the use of long-range aircraft, radio, and radar. The warfare technology at sea was maximized, proving that â€Å"victory was a product of all those elements of organization and invention mobilized in months of painstaking labor. 11 Though the Battle of the Atlantic wasn’t won in any short span of time, it lasted for six years, the technological advances, communication improvements, and the coordination of British and Allied forces to predict U-Boat movement took Hitler by surprise. Hitler was confident that the superior German navy could easily gain control of the English Channel, but the Allies proved that in this specific battle â€Å"the careful application of air power, and the use of radar and radio intelligence, turned the tide. 12 Hitler had an overabundant confidence in the German forces and didn’t contemplate the outcome of an Allied victory because he believed Germans were racially superior. Though he wasn’t interested in a war with Britain or the U. S. , they stood in the way of the fruition of his goals of conquest in the East, specifically the destruction of the Jewish people and the downfall of the Soviet Union. Hitler underestimated the combined strength, organizational skills, and military power of the Allies and allowed his dreams of Eastern conquest to cloud his judgment concerning military priorities when faced with a pressing war in the West. His inaccurate estimation of the strength of the Allies and his inability to coordinate war efforts on two fronts, especially after Stalingrad, led to the downfall of the Axis powers. References Fussell, Paul 2003. The Boys’ Crusade. New York: Random House Printing. 136. Fussell, 97. Fussell, 107. Overy, Richard 1995. Why The Allies Won. New York: Norton Publishing. 192. Overy, 195. Overy, 192. Overy, 192. Overy, 13. Overy, 200. 10. Overy, 30. 11. Overy, 60. 12. Overy, 52.

Development Theories Essay Example

Development Theories Essay Example Development Theories Essay Development Theories Essay Development Theories Name: Course: Institution: Instructor: Date: Development Theories Behaviorist and psychosocial theories are among the famous human development theories. Each of these theories conceptualizes child and adolescence development in different ways. Behaviorist theory views child and adolescent development as a factor determined by experience and practices through reinforcement of the desired behavior. Psychosocial theory on the other hand purports that development occurs in a series of different stages of life, describing the influence of experience throughout the lifespan of a man. The two theories tend to have a similarity in terms of basing development in terms of experiences (Keenan, 2002). However, the experiences differ, where behaviorist focuses on reinforced behaviors while psychosocial focuses on ego identity. Behaviorist Theory Behaviorist theory suggests that development occurs through interaction within the environment. The theory utilized classical and operant conditioning as the main aspects of development. Classical conditioning is based on the assumption that development occurs through an association of environmental and natural stimuli. Operant conditioning on the other hand is about rewards and punishment to reinforce specific behaviors. This theory suggests that development occurs through such interaction where a teacher can reward good behaviors and punish bad behavior (Peet Hartwick, 2009). This happens the same way even for children at adolescent. Reinforcement and continuous practice until desired behavior is achieved is the main idea of behaviorist theory. Its strength is the use of behavior that can be reinforced, making it easier for experiments within a laboratory. Its biggest limitation is that it does not consider development through other methods such as observation. It argues that behavior is only developed through such reinforcement and response to stimuli. It does not consider other behavior development methods such as observation. Children do learn through observation as well. Psychosocial Theory Psychosocial theory is of the view that development of human beings is based on a series of stages. Its major element is ego identity, suggesting that self-consciousness or self-awareness develops through interaction with the environment at different stages of life. The first stage is usually the trust vs. mistrust that happens at birth to one year. At this stage, the infant develops trust through the care provided by the caregivers. The child is dependent and feels safe if he/she is able to develop trust. If caregivers are not good, the child does not develop full trust and does not feel safe. The second stage occurs during early childhood. It is about autonomy vs. shame where children develop personal control. At this stage, learning to control body function creates a feeling of independence and control. Initiative vs. guilt is the next stage of preschool children where they ascertain their control around them through directing things such as play. At this stage, the children feel their capability in matters such as leadership (Keenan, 2002). The fourth stage, industry vs. inferiority occurs from age of 5 to 11. At this stage, children develop a sense of pride through their accomplishments. Through encouragement, children are able to develop feelings of competence and confidence in their skills. At the fifth stage, identity vs. confusion, children are at their adolescent. At this stage, children explore more on their accomplishments to know themselves better (Peet Hartwick, 2009). Through encouragement on their cause of finding about self, people emerge with a great sense of identity and sure of themselves in life. Its strength is that the eight stages hold for long across different ages, explaining development from stage to stage. One of the limitations of the psychosocial theory is its failure to recognize different cultural backgrounds that could affect such development. For instance, some children could be trained in using the potty earlier while others might be trained later. Additionally, in some places, girls will get married at young ages, forcing them to be at another stage than the one meant for their age (Peet Hartwick, 2009). Thus, with such differences, the theory could not be applicable the same way to all people. A similarity with the behaviorist theory occurs in terms of using the experiences around one’s environment. The other similarity is that they are applicable for all generations including mature people. The difference is that behaviorist theory is not divided into stages as the psychosocial theory. References Keenan, T. (2002). An Introduction to Child Development. New York, N.Y: SAGE Peet, R., Hartwick, E. (2009). Theories of Development, Second Edition: Contentions, Arguments, Alternatives. New York, N.Y: Guilford Pres

E-DV Entry Status Confirmation Message

E-DV Entry Status Confirmation Message Every year in May, the U.S. State Department grants the opportunity to obtain a visa- based on availability in each region or country- to a random number of applicants in a lottery system. After entering, you can check your status on the electronic diversity visa (E-DV) website. There, you will receive one of two messages letting you know if your entry has been selected for further processing for the diversity visa. Types of Messages This is the message you will receive if your entry was not selected for further processing: Based on the information provided, the Entry HAS NOT BEEN SELECTED for further processing for the Electronic Diversity Visa Program. If you receive this message, you were not selected for this years green card lottery, but you always can  try again next year. This is the message you will receive if your entry was selected for further processing: Based on the information and confirmation number provided, you should have received a letter by mail from the United States Department of States Kentucky Consular Center (KCC) notifying you that your Diversity Visa entry was selected in the DV lottery.If you have not received your selectee letter, please do not contact KCC until after August 1. International mail delivery delays of one month or more are normal. KCC will not respond to questions they receive before August 1 regarding non-receipt of selectee letters. If you still have not received your selectee letter by August 1, however, you may contact KCC by email at kccdvstate.gov. If you receive this message, you were selected for this years green card lottery. Congratulations! You can see what each of these messages looks like on the Department of State website. What Is the Diversity Visa Program? The State Department publishes instructions every year on how to apply for the program and establishes a window of time when applications must be submitted. There is no cost to submit an application. Being selected does not guarantee an applicant a visa. Once selected, applicants must follow instructions on how to confirm their qualifications. This includes submitting Form DS-260, the immigrant  visa, and  alien registration application and submitting the required supporting documents. Once appropriate documentation has been submitted, the next step is an interview at the relevant U.S. embassy or consulate office. Prior to the interview, the applicant and all family members must complete medical examinations and receive all required vaccinations. Applicants also must pay the diversity visa lottery fee prior to the interview. For 2018 and 2019, this fee was $330 per person. The applicant and all family members immigrating with the applicant must attend the interview. Odds of Being Selected Applicants will be informed immediately after the interview if they have been approved or denied for a visa. The statistics vary  by country and region, but overall in 2015, under 1 percent of applicants were selected for further processing. Its also important to remember that immigration policies are not static and subject to change. Always double check to make sure you are following the most current versions of laws, policies, and procedures.

Increasing tuition in university of arizona Essay

Increasing tuition in university of arizona - Essay Example In fact, universities across the U.S. were forced to preclude some programs and departments from their educational curriculum (Hendley, â€Å"Arizona Ballot Initiative†). However, the economy is recovering and it is expected that the government should gradually revert its expenditure on education since the taxpayers revenue is pouring back in. It has not been the case since the Arizona State is undertaking further cuts on expenditure on higher education, something which has led to an increase in tuition. In the future, a lot of jobs will require college education; however, with the current inadequate support from the government in regards to higher education, many students, including myself, will not be able to foot the pricey tuition at UA. As a consequence, a crisis of deficiency of qualified and skilled workers is anticipated thence the urgent need to conduct an in-depth research on the issue. There has been a heated debate about whether it is justified to increase tuition for universities or to seek alternative ways of meeting the costs of school administration without compromising the quality of university students. Therefore, the issue at hand is only to be addressed by answering the question: is it warranted to increase tuition fees at the UA? In an article authored by Andrea Smiley in the UA News, the perspective of the student leadership at UA on the issue of increasing tuition is highlighted. Smiley presents the sentiments of Ann Weaver Hart, UA President, in relation to the increase of tuition whereby she suggests that the increase in tuition, with the exception of law school, is justifiable and for a good cause provided that a Guaranteed Tuition Plan follows the increase. Hart says, â€Å"I understand how critical it is to keep education affordable† (par.3). However, she points out that in order to achieve the goals of