Looking at Life in Different Ways - 1177 Words

â€Å"At the end of Look Both Ways, the film-maker convinces viewers that the characters are capable of looking at their lives in different ways.† Do you agree? In the film Look Both Ways, director Sarah Watt explores the theme that perspective can determine experience in life. The film demonstrates that life is an unscripted event where no one knows the final outcome and we can often become overwhelmed by how seemingly little control we exert over the navigation of our lives By using main characters Nick, Meryl and Andy, she suggests that changing a person’s outlook on life can enrich that person and help overcoming problems. Nick learnt that cancer does not necessarily implicate death, Meryl freed herself from her fears by realising risks†¦show more content†¦Only upon her actual submission to the fact that â€Å"things just happen† can Meryl finally begin to regain her happiness. Conversely, Andy’s view of death is quite different to that of Nick and Meryl. To him, it is an escape route. His negative view on life has him belief that everything happens deliberately. Andy is disgruntled by his job, embittered by his previous marriage and feels threatened by Anna’s pregnancy and the prospect of ‘paying the bills for the rest of his life’ to another woman. This moulds him into an egoistic person, refusing to take responsibility as he believes everyone has an ‘agenda’. Angry and frustrated, the extent of Andy’s distress is shown as he immaturely pops a bag of chips at the store and tells the gospel choir to ‘shut up’. However, his encounter with Nick at the train track is cathartic in bringing a turnaround of his ideas. When he discovers Nicks diagnoses he steps back from the railway and realises how his selfish attitude has kept him hostage to leading an enjoyable life. Andy looks at his life from anoth er angle, that this child may be his opportunity to redeem himself. In the concluding photomontage we see him holding his baby, suggesting that he was able to move on with his life and change his perspective on the past and future. Julias perspective changes throughout the film. The sudden death of her boyfriend has leftShow MoreRelated Catcher and the Rye and Siddhartha Essay980 Words   |  4 PagesHerman Hesse and The Catcher in the Rye by J. D. Salinger show many similarities. One of the major themes in both novels consists of the main characters finding their self and journey through life. 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All through this semester, I have begun to reminisce back on my life and pull apart the different ways that I have been affectedRead MoreGlobal Sex Work Is Affecting The Most Personal Parts Of Peoples Lives Around The World1331 Words   |  6 Pagesis about different things to different people. For some women, it is about charting your own course and improving your life and that of your family. For others, it is about becoming chattel, another body to be used by whoever has the money to pay for it. For yet others, it is about ma rriage and migration, creating a life in a country that they believe is better suited to what they want out of life. The men involved with these women are also looking for different things. Some are looking for relationshipsRead More`` Poor People Written By William T. Vollmann1490 Words   |  6 Pageslive a better life. In a novel called Poor People written by William T. 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America in Black and White Free Essays

Langston Hughes was an important and defining figure of the Harlem Renaissance of the 1920’s up to the 1930’s, a decade of great activity in the African-American arts scene. Hughes was known for the rhythm, jazz and blues, of his poetry. We will write a custom essay sample on America in Black and White or any similar topic only for you Order Now The theme of his poetry is mostly on the life experiences of the African-American. In his Theme for English B, Hughes expresses the reality in the disparity – of being Black among Whites. In the first stanza, the professor’s assignment was specific and defined which was to write a page about oneself. It was a deviation from the usual rigid English lessons, like classical poems. Writing about oneself was more loose and relaxed. Hughes used iambic quatrain to taunt the rigidity of the instruction. Hughes made it known from the beginning that student and professor were different. The student thought the assignment over, and wondered if it was easy writing about oneself. Hughes used the free-verse style on rest of the poem to contrast the earlier quatrain. Alliteration and Assonance in Line 7, â€Å"I am twenty-two, colored, born in Winston-Salem† had the jazz sounds of Harlem. Here, Hughes bared that the student was Black and therefore the professor was White. When he combined two vowel sounds in Line 10, â€Å"I am the only colored student in my class† Hughes indicated how strongly the student felt about being Black. Hughes used metaphors to denote Black with Harlem, 8th Avenue, 7th Street and Harlem Branch Y, places where there was heavy African-American population. There was a noticeable change in the order of the [I] from Lines 6, 7, 8 and 10, such as, â€Å"I wonder†¦ / I am twenty-two †¦ / I went to school there †¦ / I am the only †¦Ã¢â‚¬  to Lines 12-14 â€Å"†¦ then I cross †¦/ †¦ and I come †¦ / †¦ where I come †¦ /. † The [I] used to start off the lines, they now end off the lines. Such reversal was a symbolical of the place the Black took in society. The symbolism of coming from African-American places going upwards to the school on the hill and taking the elevator to his room at the Y told of the student’s efforts to reach the level of the Whites. It must be recalled in Line 6 that the student had doubts â€Å"I wonder if it’s that simple? † referring to the assignment. Now at Line 16, he was sure that â€Å"It is not easy to know what is true for you or me. † Hughes at this point now came with the â€Å"you† together with the â€Å"me. † With â€Å"I feel and see and hear, Harlem, I hear you:† â€Å"hear you, hear me – we two – you me, talk on this page† (Lines18-19) the student was not just writing about himself but of the whole African-American people. The sound of the assonance was strong like the clamor for equality. In Lines 21-26, the student cried out that he, in many ways, was like a white man with the same wants and aspirations in life. Hughes’ metaphors for gifts like â€Å"pipe† to mean growing old, â€Å"Bessie† for Blues, â€Å"Bop† for Jazz, and â€Å"Bach† for the classical and Baroque music. The student wrote that the African-American also wanted the things the White man enjoyed. Hughes subtly presented the issue of racism by completely leaving out the assonance, instead, the student was introspective when he asked â€Å"So will my page be colored that I write? † (Line 27). Despite the absence of the assonance, Hughes was still able to convey what the student wanted – to experience life, like the Whites do, until he is old when he smokes his pipe and listen to good music. The professor and the student were a contrast from the start, with conflicts in between. Hughes found a common ground in Lines 31-33 â€Å"You are white — / yet part of me, as I am part of you. / That’s American. † He followed it up with Lines 37-38 â€Å"As I learn from you, I guess you learn from me –† Hughes tried to make his readers see that the equalizer comes in both their being Americans. Theme for English B gives a very light treatment, being a free verse, of a compelling issue such as racism. The readers are able to internalize the poem through its rhythm. The tone of the poem is reflective as it is assertive with the use of the poetic voice of â€Å"I† coming as it is from someone who has a personal stake on the issue. Hughes was excellent in the use of a page for a composition in an English B class, where the student would use black ink to write on a white sheet of writing paper. The symbolisms accurately portrayed the issue in the poem – that Blacks and Whites despite their difference should not be opposing colors of America. They will both write history and define their future as Americans. References Hughes, L. (1951). Theme for English B. Retrieved April 25, 2009 from http://www. eecs. harvard. edu/~keith/poems/English_B. html How to cite America in Black and White, Papers

Mandatory Volunteering Essay Example

Mandatory Volunteering Essay In spite of the fact that volunteering is a personal choice, nowadays, it is a requirement to graduate from school . Student should do 30-40 hours of community services to graduate . Many people are with it strongly. However, in my opinion mandatory volunteering is not a good idea. Making community service compulsory negates the intended purpose. First, that would be an oxymoron, how would it be volunteering if you were mandated to do it. It is not volunteering if the students are required to do it. Doing volunteer work with force may result incomplete work. As well, forcing a teenager to do anything may cause rebellion and stubbornness. Also, a lot of students do not have time to volunteer. They may have responsibility of taking care of younger sibling after school or help in house work. These students are already bearing a number of burdens; requiring them to do more work outside of school than they already do could just turn out to be one responsibility they cant afford to fulfill. Forcing student to volunteer can make their life harder. On other hand, Sara is a teacher in school which it required volunteering said student should take an active role in their communities . All of people should help their communities but without force. Schools and teachers may customize a class to teach student about volunteering and how would it be helpful for our society. Community service needs to remain voluntary. If a few students who have the time, energy, and passion to volunteer do so, and then share the experience they are having with other students, then those students will be inspired to perform the service out of their own will, as it should We will write a custom essay sample on Mandatory Volunteering specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Mandatory Volunteering specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Mandatory Volunteering specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

Cubic Feet to Cubic Inches Conversion

Cubic Feet to Cubic Inches Conversion Converting cubic feet  to cubic inches  is a common English units conversion  problem. Here is the conversion factor and a worked example. Conversion Factor 1 cubic foot   1728 cubic inches 1 cubic inch 0.000578704 cubic feet Simple Example Convert 3.5 cubic feet into cubic inches.  When using a conversion factor, be sure the unit you are changing from gets canceled out. You can multiply by the conversion factor: 3.5 cubic feet x 1728 cubic inches per cubic foot 6048 cubic inches Worked Example You measure a box and find it is 2 foot  long, 1 foot  high, and 0.5 feet deep. The first step is to calculate the volume in cubic feet.  The volume of the box is length x width x height so the volume of the box is: 2 x 1 x 0.5   volume in cubic feet 1 cubic foot Now, to convert this to cubic inches, you know there are 1728 cubic inches in 1 cubic foot: 1 cubic foot x (1728 cubic inches / 1 cubic foot) volume in cubic inches 1 cubic foot x 1728 cubic inches/foot   volume in cubic inches 1728 cubic inches

The Discovery of Otzi the Iceman and Its Significance

The Discovery of Otzi the Iceman and Its Significance On September 19, 1991, two German tourists were hiking in the Otzal Alps near the Italian-Austrian border when they discovered Europes oldest known mummy sticking out of the ice. Otzi, as the iceman is now known, had been naturally mummified by the ice and kept in amazing condition for approximately 5,300 years. Research on Otzis preserved body and the various artifacts found with it continues to reveal much about the life of Copper Age Europeans. The Discovery Around 1:30 p.m. on September 19, 1991, Erika and Helmut Simon from Nuremberg, Germany were descending from the Finail peak in the Tisenjoch area of the Otzal Alps when they decided to take a shortcut off the beaten path. When they did so, they noticed something brown sticking out of the ice. Upon further inspection, the Simons discovered that it was a human corpse. Although they could see the back of the head, arms, and back, the bottom of the torso was still embedded in the ice. The Simons took a picture and then reported their discovery at the Similaun Refuge. At the time, however, the Simons and the authorities all thought the body belonged to a modern man who had recently suffered a deadly accident. Removing Otzis Body Removing a frozen body thats stuck in the ice at 10,530 feet (3,210 meters) above sea level is never easy. Adding bad weather and a lack of proper excavation equipment made the job even more difficult. After four days of trying, Otzis body was finally removed from the ice on September 23, 1991. Sealed up in a body bag, Otzi was flown via helicopter to the town of Vent, where his body was transferred to a wooden coffin and taken to the Institute of Forensic Medicine in Innsbruck. At Innsbruck, archaeologist Konrad Spindler determined that the body found in the ice was definitely not a modern man; instead, he was at least 4,000 years old. It was then that they realized that Otzi the Iceman was one of the most amazing archaeological finds of the century. Once it was realized that Otzi was an extremely important discovery, two teams of archaeologists went back to the discovery site to see if they could find more artifacts. The first team stayed only three days, October 3-5, 1991, because the winter weather was too harsh to work in. The second archaeology team waited until the following summer, surveying from July 20 to August 25 1992. This team found numerous artifacts, including string, muscle fibers, a piece of a longbow, and a bearskin hat. Who Was Otzi the Iceman? Otzi was a man who lived sometime between 3350 and 3100 BCE in what is called the Chalcolithic or Copper Age. He stood approximately five feet and three inches high and at the end of his life suffered from arthritis, gallstones, and whipworm. He died at about the age of 46. At first, it was believed that Otzi had died from exposure, but in 2001 an X-ray revealed that there was a stone arrowhead embedded in his left shoulder. A CT scan in 2005 discovered that the arrowhead had severed one of the Otzis arteries, most likely causing his death. A large wound on Otzis hand was another indicator that Otzi had been in close combat with someone shortly before his death. Scientists have recently discovered that Otzis last meal consisted of a few slices of fatty, cured goat meat, similar to modern-day bacon. But many questions remain regarding Otzi the Iceman. Why did Otzi have over 50 tattoos on his body? Were the tattoos part of an ancient form of acupuncture? Who killed him? Why was the blood of four people found on his clothes and weapons? Perhaps more research will help answer these and other questions about Otzi the Iceman.   Otzi on Display After seven years of study at Innsbruck University, Otzi the Iceman was transported to South Tyrol, Italy, where he was to be both further studied and put on display. At the South Tyrol Museum of Archaeology, Otzi was encased within a specially made chamber, which is kept dark and refrigerated to help preserve Otzis body. Visitors to the museum can glimpse Otzi through a small window. To remember the place where Otzi had remained for 5,300 years, a stone marker was placed at the discovery site.

Global Humanitarian Assistance of UAE Research Paper

Global Humanitarian Assistance of UAE - Research Paper Example Abu Dhabi serves as the capital of the United Arab Emirates thus making it the center of the state’s political, industrial and cultural activities. In terms of governance, the United Arab Emirates is a Federal Monarchy while its political system draws its formation from the state’s constitution of 1971, which consists of several intricately related governing bodies (United Arab Emirates Ministry of Foreign Affairs, 2012). In essence, the United Arab Emirates is neither a constitutional monarchy nor a republic as the rulers of each monarchy, emirate, retain supreme power within their emirates but a single president retains supreme power over the entire United Arab Emirates. The emirs of the seven emirates choose one of their members to serve as the president of the entire federation, but the chosen emir retains the monarchial character of the individual emirate he heads. In light of this dispensation, the constitution of the United Arab Emirates solely addresses the relations between the emirates and does not impose a constitutional system of governance. Economically, the United Arab Emirates has an open economy, which boasts of a high per capita income and a sizeable annual trade surplus. The economy of the United Arab Emirates is as well one of the most developed economies in Western Asia with a comparatively high Human Development Index. With the world’s seventh largest oil reserves and the world’s seventh largest reserves of natural gas resources, the United Arab Emirates has a relatively high economy. This strong economic potential has influenced the states increased participation in the delivery of global humanitarian assistance. In this regard, the United Arab Emirates is a major donor of emergency relief to nations affected by conflicts as well as naturals disasters in developing countries. In light of this, this paper seeks to addresses the global humanitarian assistance of the United Arab Emirates expressing the extent to which the United Arab Emirates has engaged in issuing humanitarian assistance across the globe. Global humanitarian assistance of the United Arab Emirates The United Arab Emirates is a renowned contributor of global humanitaria n aid having translated its global development and humanitarian aid into an instrument of foreign policy. The philosophy underlying this development is the Islamic belief that helping those in need is a primary duty. Consequently, the United Arab Emirates as well believes that part of its wealth derived from oil and gas resources ought to be dedicated to assisting less providential countries and individuals. In light of this, the World Bank in 2010 recognized the United Arab Emirates as one of the world’s most bighearted contributors to global foreign aid. Global Humanitarian Assistance, an organization that scrutinizes the distribution of charitable aid from governments, in its 2010 report included the United Arab Emirates as the first non-European nation in the international top 10 humanitarian aid donors per head of population. The Organization for Economic Cooperation and Development as well recognized the United Arab Emirates as the fourteenth most generous donor in the globe (Suryatapa, 2010). In essence, the United Arab Emirates is a renowned contributor in global humanitarian aid having undertaken massive humanitarian aid projects in the developing world. The provision of global humanit

Summarizing Essay Example | Topics and Well Written Essays - 500 words - 1

Summarizing - Essay Example Religious constitutions are important to these leaders because they act as their guidance. They view themselves as leaders chosen by God. Monarchy could relate its way of leadership to the supreme authority. The leadership is hereditary and remains within the family. The family members are the top organ of the country. These two types of monarchy still exist but differ in their structure. The Arabs drew a common definition to balance this Monarchies. A situation like this could use the word ‘Malik’ to balance. People say; king and Malik is both equal, and they are both important (Gause 96). Arabs have evidence on their royal titles. A person could trace the background of the title by studying the evidence, example, studying the coins (Gause 95). In ancient Arab, people did not like the Kings. Arabs did not want any form of central government. Liqah is the word used to describe people who abide by every rule of the king. Islam draws their hate of kings from the bible. They give the example of the monarchy of Israel, in the book of Hebrews. The case is not the same for all Kings. The Quran depicts David and Solomon as good kings. The only difference of determining which kingdom is good is when one contrasts kingdoms with caliph and caliphate (Gause 79). Malik depicted military leaders. Their authority was secular, where religion had no place (Gause 90). The rule had no laws from the ruler, but rather use of personal thoughts. King, as a title, was improved in terms of imperialism. After improvements, the name king improves and becomes sultan or Persian. Pedishabs self-declare themselves as emperors. They make their own rights and rules. Examples of padishans are the sultan of Turkey and Shah of Persia. The considers them great (Gause 95). Kings were coordinators of the Padishans. The title of king became so small and less influential in Muslim countries. Foreign leaders in the country were kings. Harun al-Rashid was a