The Great Train Robbery, 1903

The Great Train Robbery, 1903 The Great Train Robbery produced by Edwin S. Porter in 1903 is frequently acknowledged as the first narrative film. Porter, who had previously worked for Thomas Edison as a cameraman, takes the plot from a story based on a real train robbery, written by Scott Marble in 1896. To bring it to life in ways the public had never seen before, Porter utilises various new and innovative techniques, of which previous film-makers had never thought of using in the still relatively new process of film-making. Edisons company, who produced the film declared it absolutely the superior of any moving picture ever made due to the editing techniques that were totally new to the industry.  [1]  Eighteen years later, Victor Sjà ¶strà ¶m produced The Phantom Carriage with Svensk Filmindustri. Sjà ¶strà ¶m wrote the screenplay, which he adapted from a novel by Selma Lagerlà ¶f, as well as directed and starred in the film that Paul Mayersberg describes as a major departure from his [previous] outdo or dramas.  [2]  In The Phantom Carriage, Sjà ¶strà ¶ms creative editing style and new film techniques are illustrative of the progress made by film-makers in the time between the two films production, but also of the unique variety of films being made by the Scandinavian film industry in this fast changing and highly inventive period of cinematic history. As it is one of the first films to follow an actual narrative and not merely a single shot of a simple, everyday situation such as seen in the earlier works of the Lumià ¨r Brothers, the editing techniques in The Great Train Robbery are limited but highly experimental for the time. The film, most notably, makes use of cutting between two locations with use of a visual match to suggest one is happening after the other.  [3]  This is demonstrated between shot seven and eight where in the former, the train is seen moving on the tracks away from the camera, then in the next it is seen moving in the same direction and at the same angle to the camera. The idea is simple, and may seem obvious to modern viewers who are use to these cinematic conventions, but it demonstrates how editing is being manipulated in order to form a linear narrative that would be new to viewers of the time. We also see in this film the beginnings of the creation of a parallel narrative; the film begins in a tel egraph office where a worker is shot and tied up, the narrative moves on from here until shot ten when we return back to the telegraph office with the man still tied on the floor. The fact that the set up is exactly the same as where it was left off in the first shot, despite the plot moving on is indicative that the events that occur in shot ten are happening at the same time as the previous action we have seen is. This idea is consummated with the telegraph workers entrance in the dance hall in shot eleven, as it would obviously have taken some time for him to reach this new location, in which time the previous events could have run their course and in the next shot, number twelve, the two narratives are thus able to meet up as the men at the dance chase the bandits through the woods. Focusing on how editing functions in The Phantom Carriage, a scene which demonstrates Sjà ¶strà ¶ms more sophisticated style comes early on in the film, around five minutes in. Salvation Army Sister, Edit, pleads on her deathbed to see David Holm, an alcoholic of whom she cared for in the past. She sends a friend she met whilst working for the Salvation Army to find him; she and another friend of Edits, Gustafsson, part ways to cover more ground in their search for Holm. The sequence that follows watches both the Salvation Army friend and Gustafsson in the two separate locations they go to in their searches which, though similar to the shots explained above in The Great Train Robbery sequence, is pulled off more sophisticatedly in The Phantom Carriage sequence.  [4]   First the camera, and thus the viewer, follow the female friend to the dilapidated home of Holm, his wife and two children. As the friend arrives at the door to the house, Sjà ¶strà ¶m chooses to enclose the shot in a circular black frame. The edge is sharp not fading out like the vignette effect which he utilises later on and as the bottom third of the circular frame is cut off out of shot, it could be reminiscent of the frame that looking through a key hole would produce to the eye. This effect creates the feeling of the viewer as a voyeur; the viewer has not been invited to look, but is seeing her unnoticed as she unlocks the door. Later in the sequence, after shot thirteen where the friend comforts Anna, Sjà ¶strà ¶m cuts to the path of Gustafsson that runs parallel to this short sequence. The viewer sees him enter a bar and, presumably, since there are no inter-titles in this sequence, ask the staff about finding Holm. A few shots in however, the scene cuts back to the fir st location and the narrative continues from the point it left off, with the friend putting her coat around Anna. We are taken back to the first narrative jut for this single shot before being brought back again to the second, for four shots, and once again cut back for a single shot of the first. These extreme cuts tell us that the two separate sequences are happening at the same time. The fact they go back and forth in rapid succession is makes it more obvious or understandable than the occurrence of parallel narratives in The Great Train Robbery where it only cuts back once. One of the most significant differences in the editing of the two films is the scale of the shots. Porter tends to have the camera further away from his subject so that a large area and all the action can be seen at once, whereas Sjà ¶strà ¶m chooses to vary the shots, some establishing the room and others close-ups of characters reactions and actions. Porters shots are also lengthier, so we see, for example, the whole sequence of the robbers hiding and waiting for the train in shot two. This may have a negative effect on the viewers understanding of the narrative. The closer shots and varied cutting of the The Phantom Carriage sequence allows the viewer to feel like they are in the midst of the story, seeing little detail rather than further away simply watching it unfold. After the framed shot outside the door, the viewer is let inside the room and given a full view of it, as is standard with many films of the time. This master shot allows the viewer to get a feel for the landsca pe of the scene, and gain an understanding of the surroundings, which is necessary in order for the viewer to  [3]  keep up with Sjà ¶strà ¶ms relatively liberal use of cutting that contrasts greatly to Porters extended shots. In this first interior set up, the friend is seen looking toward the front, right corner of the room. In the next shot Sjà ¶strà ¶m cuts so that the camera faces the direction the friend has just faced, therefore we are able to see what she sees, which is the two children asleep in a bed on the floor. This is known as an eyeline match where the angle of the camera matches the eyeline of the person in the previous shot. A similar cutting technique occurs in shots four to nine, where axis cuts (where the position of the camera moves in each shot so it looks back on itself on a 180 degree plane) go back and forth between the friend and Holms wife Annas back, who is sat in the corner of the room. These are examples of the more sophisticated editing techniques that can greatly enhance the viewers understanding of the narrative; firstly because, due to the potentiality for more close-ups, the viewer can grasp who the characters are and be more aware of their emotions displayed by their faces and what they are doing. This insight is lost slightly in the long shots of The Great Train Robbery which dont bring the viewer close enough to the action to distinguish characters or even what exactly they are doing; for example in the mail carriage shot (set up C), one robber seems to take something, or put something into the killed workers pocket; what exactly he does we cannot know as we are too far away to see3. These cutting techniques can allow the viewer to get a grip on the characters position in the room and understand who it may be their emotions are directed at as well. Such methods also enhance the aesthetic look of the sequence, rather than simply seeing the whole scene unfold from the same far off angle that is seen in The Great Train Robbery. The fast cutting used in The Phantom Carriage also effects the tone or atmosphere of the scene which in turn contributes to the way the viewer interprets the narrative. Tension is built up in the scene as the viewer see some part of the action and then is cut away to see a characters reaction to this. Alternatively though, the more drawn-out shots of the film and the lengthy shots in The Great  [4]  Train Robbery could also create a feeling of tension or suspense in the way the viewer is able to see all the action at once where sometimes the characters themselves cannot. An example of this effect is seen in shot thirteen of The Great Train Robbery, the bandits go through their loot as only the camera sees their pursuers creeping up on them from behind. In The Phantom Carriage, in the scenes in which the ghostly carriage of death comes into shot, tension is created by its slow, suspenseful motion across the screen; this could be due to the fact the viewer knows its destination wil l be someone who has recently died, and its slow pace signifies an unease in its path to the dead. -1711 words excerpts from sources to back up/contrast to points = integrate into above paragraphs -100 add in 150 about interior/exteriors conclusion -100 Bibliography Victor Sjà ¶strà ¶m, Encyclopà ¦dia Britannica Online, at http://www.britannica.com/EBchecked/topic/547219/Victor-Sjostrom [accessed 18.03.13]. Cook, David A. and Sklar, Robert. Edwin S. Porter, Encyclopà ¦dia Britannica Online, at http://www.britannica.com/EBchecked/topic/471087/Edwin-S-Porter [accessed 18.03.13]. Dirks, Tim. The Great Train Robbery (1903) at http://www.filmsite.org/grea.html [accessed 18.03.13]. Mayersberg, Paul. Phantom Forms: The Phantom Carriage, on The Criterion Collection at http://www.criterion.com/current/posts/2000-phantom-forms-the-phantom-carriage [accessed 16.03.13]. Musser, Charles. Moving towards fictional narratives: story films become the dominant product, 1903-1907 in Lee Grieveson and Peter Krà ¤mer (ed.) The Silent Cinema Reader. London: Routledge, 2003.

Polar Concepts :: essays research papers

<a href="http://www.geocities.com/vaksam/">Sam Vaknin's Psychology, Philosophy, Economics and Foreign Affairs Web Sites The British philosopher Ryle attacked the sceptical point of view regarding right and wrong (=being in error). He said that if the concept of error is made use of – surely, there must be times that we are right. To him, it was impossible to conceive of the one without the other. He regarded â€Å"right† and â€Å"wrong† as polar concepts. One could not be understood without understanding the other. As it were, Ryle barked up the wrong sceptic tree. All the sceptics said was that one cannot know (or prove) that one is in the right or when one is in the right. They, largely, did not dispute the very existence of right and erroneous decisions, acts and facts. But this disputation ignored a more basic question. Can we really not understand or know the right – without as intimately understanding and knowing the wrong? To know a good object – must we contrast it with an evil one? Is the action of contrasting essential to our understanding – and, if it is, how? Imagine a mutant newborn. While in possession of a mastery of all lingual faculties – the infant will have no experience whatsoever and will have received no ethical or moral guidelines from his adult environment. If such a newborn were to be offered food, a smile, a caressing hand, attention – would he not have identified them as â€Å"good†, even if these constituted his whole universe of experience? Moreover, if he were to witness war, death, violence and abuse – would he have not recoiled and judged them to be â€Å"bad†? Many would hurl at me the biblical adage about the intrinsic evilness of humans. But this is beside the point. Whether this infant’s world of values and value judgement will conform to society’s is an irrelevant question to us. We ask: would such an infant consistently think of certain acts and objects as â€Å"good† (desired, beneficial) – even if he were never to come across another set of acts and objects which he could contrast with the first and call â€Å"bad† or â€Å"evil†. I think so. Imagine that the infant is confined to the basic functions : eating and playing. Is there any possibility that he would judge them to be â€Å"bad†? Never. Not even if he were never to do anything else but eat and play.

A Look at Early American Indian History Essay

In analyzing early American history before the 1870s, it’s vital to have a picture of the lives and lifestyles of the native American Indian people, who have witnessed the immigration of Europeans and other foreign people from a completely different perspective as many of the people who consider themselves to be mainstream Americans today. The American Indian population and tribes have dwindled and suffered at the expense of the influx of migrating peoples into what was once their own land, and First Peoples, a book by Colin Calloway, takes a closer look at the history of Americans who were truly native, who freshly walked the shores and farmed the countryside of the great American continent. First Peoples is a documentary survey of the history of the first Americans, the Indian tribes who first roamed the American lands. The introduction and chapters of the book are broken down into several intriguing parts, including American Indians in American history, American History before Columbus, The Invasions of America, Indians in Colonial and Revolutionary America, American Indians and the New Nation, Defending the West, Kill the Indian and Save Man (which begins the area of the book which analyses the Native American experience after 1870), From the Great Depression to Self Determination, and Nations within a Nation. In introduction and first chapters of First Peoples, a total of six large sections of Calloway’s book, go into much detail about the experience of the Native American people in early America before the 1870s, from the roots of Native American life dating back as far as possibly 11,500 BC with the finding of the oldest Clovis spear points to the exploration of the varied tribal journeys until the mid 1800s AD. The introduction of the book gives a general overview of the theme of the book, the topics related to Native American history in the Americas and the documentation and sources used to feed knowledge into the introduction. References noted in the introduction as well as references noted throughout Calloway’s documentary include the several noted here as well as many more: Abler, T. & Einhorn, A. â€Å"Bonnets, Plumes, and Headbands in West’s Painting of Penn’s Treaty. † American Indian Art Magazine 21, 1996: 46. Banner, S. How the Indians Lost Their Land: Law and Power on the Frontier. Cambridge, MA: Harvard University Press, 2005. Brown, J. & Vibert, E. Reading Beyond Words: Contexts for Native History. Peterboro, Ontario: Broadview Press, 1996. DuBois, M. & McKiernan, K. â€Å"In the Spirit of Crazy Horse. † PBS series Frontline, 1990. Kipp, D. & Fisher, J. â€Å"Transitions: Destruction of A Mother Tongue. † Native Voices Public Television Workshop, 1991. Lesiak, C. â€Å"In the White Man’s Image. † PBS series American Experience, 1992. Steckler, P. & Welch, J. Killing Custer: The Battle of Little Big Horn and the Fate of the Plains Indians. New York: W. W. Norton, 1994. Usner, D. (1985). â€Å"American Indians on the Cotton Frontier: Changing Economic Relations with Citizens and Slave in the Mississippi Territory. † Journal of American History 72, 1985: 297-317. In First Peoples, Calloway has utilized a large number and variety of sources, from scholarly books to journals, magazines to films, and the references are noted at the end of every chapter and at the end of the book. On can see that it is through the use of varied and substantial amounts of references and study that Calloway has been able to craft such a detailed and powerful documentary of American Indian life and history. The first chapter of First Peoples focuses on the very early migration and creation theories related to American Indian tribes and the settlement of the first people who migrated across the bearing straight many thousands of years ago, the findings and studies of early fossils and civilizations, and the emergence over time of the Apalachee, Caddos, Chickasaws, Chocktaws, Cheyennes, Cherokee, Creeks, Hurons, Natchez, Iroquois, Mohawks, Neutrals, Petuns, Senecas, Shawnees, Timucua and other tribes. Calloway discusses the hunting and farming ways of life of the native tribes, including the first buffalo hunters of the plains, the farmers of the southwest, the mound builders and farmers of the eastern woodlands, and the affluence of the West Coast. Finally, the chapter ends with a look at the arrival of the European colonists into a world which was already burgeoning with the cultures, battles, celebrations and struggles of the native peoples. In summarizing the second chapter of First Peoples, one notes that Calloway analyses the confrontations of the American Indians with the early European settlers from 1492 to 1680. Through the influx of new people into America, the cultural landscape of America begins to shift and change around the new immigrants even more than it had between the tribal peoples. The Indians face off with the Spanish, French, and English colonists, aiming to balance survival with the struggle for power known as gold, god, commerce, priests, empires, and pelts. The economic and religious impact on the American Indians after the arrival of the Europeans was profound, and both cultures, Indian and European, learned new ways of being and living, were educated by one another in their vastly differing stock holds of cultural history and backgrounds, and clashed together when the trade of goods and ideas seemed tipped too far in favor of one over the other. The balance of power was not easy to manage, and more often than not, American Indians suffered more at the hands of the Europeans than vice versa. The chapter three, Indians in Colonial and Revolutionary America, Calloway takes a look at both Indians in colonial society and colonists in Indian society as they both draw together more closely and clash more violently. The impact of the fur trade and other economic industries brought a reduced capacity to hunt and live off the land, bringing peoples together in tighter communities, resulting in the loss of European and tribal languages for the minority people pressing into the mainstream, the stealing and returning of captives, division within tribal communities, peace treaties, the removal of Indian tribes, and the banding together of tribes and colonists to fight against the most recent invading immigrating force. In reading this chapter, one is able to more clearly understand the attempts at peace and unity merging and contrasting vividly with harsh battles and banishment of peoples. This era of American history is strewn with the movement of individuals, with change and newfound placement, with horrifying prejudice and necessary cooperation. In reading the American Indians and the New Nation, the fourth chapter of First Peoples, one is able to better understand the nation as it gained independence and began working together and a more unified system. Although the emergence of a truly independent America involved new statehood and politics which banded together people from across the vast country, it also brought with it new laws aimed at cleansing Indian people from European and mainstream America. With the populations of American Indians ever dwindling and racism and prejudice haunting the beginnings of American history as an independent nation, the American Indians suffered the loss of political battles as well as the loss of tribal people to death and disease, alcoholism and suicide. Chapter five, the last chapter focusing on American history before 1870, sees only further aggression against the American Indian people and tribes. Policies of detribalization find their ways onto the desks of politicians even as American Indian statehood is granted to Oklahoma. Indian children are removed from their tribes and forced in to state schools across the nation, even to the point of stripping Indian children from their families to live in permanent boarding schools for the effective Americanization or Europeanization of the Indian children. The divisions and suffering within the American Indian families, cultures, and lifestyles during this time are still felt to this day. Although this chapter ends with a look at new American Indian leaders and furthering active attempts to overcome the racism and unfair practices of the European people against the American Indians, it’s important to note the devastation suffered by the American Indians at the hands of the European Americans and the troubling ripple effects of hate crimes against Indians which are still felt within American society today. Overall, First Peoples is a wonderful book for the in depth study of historical life for the American Indian people and tribes, lending insight to the wellness and status of American Indians today in modern America. The creation of America as an independent nation is rife with struggles and diversity, with clashes and vibrancy. The coming together of various peoples has often dealt the people with the most differences a worse deck, however, it is important to view the coming together of our patchwork of American cultures and to know what has happened before, so that people can make informed judgments about the history of yesterday and the future of tomorrow. Luckily, the harsh barbarianism of the past is less and less a part of present society, and prejudice and racism less and less a prominent fixture of modern society worldwide. Although there are still differences to accept and divisions to heal, the world grows more peaceful with every passing decade. First Peoples lend true insight into the well researched history of the American Indians and shines light on what has gone before and what still goes onward in this changing and evolving American culture. Works Cited Calloway, C. First Peoples: A Documentary Survey of American Indian History. Macmillan, 2007.

Is Technology Has Changed Our Brains - 1443 Words

Don’t Fret: Technology Has Changed Our Brains Humans are creatures of habit. We wake up at specific times to go about our days and then we sit down at our dining room tables to eat at specified times throughout the day, usually habitually. But, humanity hasn’t always been this algorithmic. It wasn’t until the advent of the mechanical clock that our lives began to mold around time. We changed. I would like to assume that we became more productive because of this change. However, humanity historically hasn’t perceived change as good. In Sherry Turkle’s â€Å"The Flight from Conversation† she negatively asserts that technology has changed the way we socialize and communicate by sacrificing conversation for our mere connection to each other through technology and allowing that connection to replace the former. In the same vein, Nicholas Carr’s â€Å"Is Google Making Us Stupid?† establishes the idea that technology has altered the wa y we critically read and think for the worse. As the title of his article suggests, Google (more broadly the internet) has simplified our reading style, and in turn is making us â€Å"stupid†. I choose to defy both these notions. Technology hasn’t become the catalyst for a society where we lose the ability to have social connections or critically read and think. Rather, humans have adapted to change through the use of technology as a new way of thinking, reading, connecting, and socializing in attempt to become more productive and efficient. Sherry Turkle doesn’tShow MoreRelatedHow Technology Has Changed Our Brain1452 Words   |  6 Pagesof technology is not to confuse the brain but to serve it. A computers are machines that use a binary system to store, memorize, and manipulate information, just quite like the brain. A computer is able to carry out a series of logical operations, but yet so is our brain. The computer has memory that stores data and central processing unit that carries out certain steps, but yet so does the human brain. From the first computer just being used vacuum tubes, to use the silicon chips, there has beenRead MoreAnalysis Of The Book The Making Us Stupid 881 Words   |  4 Pagesthe Web reconfigures the human brain, causing us to think, read and process data differently, and ultimately Google plays a big role. Thought-out the article Carr uses sources from: researchers, acquaintances, history and professionals to prove this thesis. Carr opens with various statements making the reader understand his stand point, that the Web has changes the way his mind works, â€Å"uncomfortable sense that someone, or something, has been tinkering with my brain, remapping the neural circuitryRead MoreIs Google Making Us Stupid: Summary and Response Essay1145 Words   |  5 PagesEnglish 1010 Instructor Renaud 6 February, 2013 Is Google making us Stupid: An article by Nicholas Carr Over history technology has changed mankind’s overall culture. From clocks to computers the use of electronics and tools is occurring every day in almost all situations. In Carr’s article â€Å"Is Google Making us Stupid?† he introduces the idea how the internet is changing our lives by making us mentally process information differently from the past, based off previous changes in history. Carr explainsRead MoreIs Google Making Us Stupid?1220 Words   |  5 Pagespast and connects them to what is happening in our present. He also provides a look into what our future may look like with our continued use of technology in our everyday lives. Carr delivers many convincing points in his article and really explains to the reader that their electronic devices and the Internet are creating a shallower person. He provides an insight to the other side of his argument, the side that believes technology is changing our world for the better. Both sides of the argumentRead MoreIs Google Making Us Stupid?1048 Words   |  4 PagesclichÃÆ' ©s is that the Internet has robbed us of our attention spans and impeded our ability to communicate effectively. Once we could write properly, now we only text. Google has made us lazy in terms of how we research and access data. However, is this true? In three major news publications, three major essayists have grappled with this question and come to completely different conclusions. Although the neurological evidence in support of the Internet is stealing our brains thesis is mixed, there isRead MoreTechnology Is Making Our Lives Easier928 Words   |  4 PagesThere is no doubt that technology is making our lives easier. We live in a society where technology is used on a daily basis. If you don’t use technology you’re making life hard for yourself. There are many advantages and as many disadvantages in using technology. Technology has completely changed the mankind. We have information on our fing ertips at all times. It’s fast, convenient and very useful in today’s society. People nowadays look for answers using technology instead of doing research themselvesRead MoreShould We Continue Use The Internet For Everything? Essay1403 Words   |  6 PagesShould We Continue to Use the Internet for Everything? In our society today we use the internet for everything, from banking and grocery shopping to entertainment and communication. Some people believe that this is holding us back as a society and making us less intelligent as a whole. Technology is always being invented to better our lives and make them easier. The internet betters the lives of many people every day. Technology is not necessarily making us stupid or driving us apart; it is increasingRead MoreIs Technology Killing Empathy?1421 Words   |  6 Pages Is Technology Killing Empathy Andrew Boyd, author of the book Daily Afflictions: The Agony of Being Connected to Everything in The Universe writes that, â€Å"Compassion hurts. When you feel connected to everything, you also feel responsible for everything. And you cannot turn away. Your destiny is bound with the destinies of others. You must either learn to carry the Universe or be crushed by it. You must grow strong enough to love the world, yet empty enough to sit down at the same table withRead MoreSocial Media And Its Impact On Society938 Words   |  4 PagesWhen you look at today’s society, you will see a world full of a quickly booming wonder: technology. With technology there is the option to be involved in what a lot of people know as social media. With the invention of web-sites such as Facebook, which is only about ten years old (Westwood), people all over the globe can connect with one another. This technology is exploding into more and more possibilities for the avid networking junkie. You can now send instant messages to all of your friendsRead MoreThe Impact of Technology on Todays Society Essay1121 Words   |  5 Pages The Impact of Technology In Today’s Society â€Å"How has technology changed our lives?† Throughout the years we have been experiencing a dramatic change in the world of technology. IPhone’s, Blackberries, and laptops are becoming an important part of our daily lives. We are all so dependent on these devices that sometimes we treat them as if it is part of our family. Technology has become a priority for many people, and it is likely that people with choose technology over many other things

Essay Perceptions on Belonging - 1014 Words

Perceptions of Belonging in our society â€Å"We belong †¦ like fish in water. We’re in our environment.† This quote from the New York Times shows the perception of belonging as the idea about connecting to a place, person, group or a community. Feliks Skrzynecki by Peter Skrzynecki, Im nobody! Who are you? by Emily Dickinson and The Rabbits by John Marsden Shaun Tan show the concept of belonging as being contrasted towards the New York Times quote, showing the alienation and non-existent connection towards it. These texts have furthered my understanding on the perceptions of belonging by recognising the different concepts of connection to people, places and things. The text â€Å"Feliks Skrzynecki† by Peter Skrzynecki†¦show more content†¦Who are you?† by Emily Dickinson shows the connection towards the society, the people and herself. In the poem, the poet portrays herself as a â€Å"Nobody† and playfully asks the responder â€Å"Who are you?†. Dickinson follows up by adding â€Å"Are you nobody too?/Then there is a pair of us!† this helps Dickinson unite with the responder adding the sense of belonging to one another. In the last stanza, the poet shows how oppressive the â€Å"somebodies† crowd can be â€Å"Dont tell!/Theyd advertise - you know?† This also shows the connection that Dickinson has with being a nobody, and the ability to stand out from the crowd. â€Å"How dreary to be somebody!† shows how the poet loves to be a nobody, and feels like she belongs. Dickinson frequently uses rhythmic dashes to interrupt the flow, and engage the responder to pause to think and feel ab out the line. The poet also uses juxtaposition in the line â€Å"How public—like a Frog—† These combining elements are not typically considered together, and, thus, more powerfully conveying its meaning. The poem shows that Dickinson is quite content with not connecting with the â€Å"somebodies† and that the poet enjoys being an outsider to the rest of the world and feels like she belongs to her own little place. In the picture book, The rabbits by John Marsden Shaun Tan it shows the perspective of belonging as connecting to the indigenous Aboriginal land, people and culture. The allegory of the rabbits beingShow MoreRelatedPerception of Belonging2009 Words   |  9 PagesAn individual’s perceptions of belonging evolve in response to the passage of time and interaction with their world. In what ways is this view of belonging represented in your prescribed text and at least ONE other related text of your own choosing? – Moria Perenise An individual’s perceptions of belonging evolve in response to the passage of time and interaction with their world. In today’s society we are known for adopting the latest trends when seen, trying to fit in by changing our identitiesRead MoreExplore How Perceptions of Belonging or Not Belonging Are Influenced by Connections to Places.1735 Words   |  7 PagesA connection to a physical location may present us with the perception that we either belong or not belong however, it is the connections that we form with people in places, memories of previous places and ones response to experiences within places that heightens ones sense of belonging or alienation. The concept of belonging through connections with people, experiences and memories in certain places is explored in the texts Romulus my Father a memoir by Raimond Gaita and Oranges and Sunshine directedRead MoreBelonging: Perception and St Patrick Essay906 Words   |  4 PagesExplore how perceptions of belonging and not belonging can be influenced by connections to places. In your response, refer to your prescribed text and at least one other related text of your own choosing. â€Å"Home is where the heart is† was quoted by Pliny the Elder and is now used to signify a personal connection to a place and the personal sense of belonging received when at this place. Perceptions are influenced by connections to places and sometimes made by connections and disconnections to placesRead MoreDifferent People Have Different Perceptions of Belonging Speech2039 Words   |  9 Pagesâ€Å"Different people have different perceptions of belonging† speech Bridgette Ferrier Good morning year 12 and thankyou for coming. Today I am here to discuss with you how â€Å"different people have different perceptions of belonging† through the analysis of Peter Skrzynecki’s poems ‘Feliks Skrzynecki’ and ‘St Patrick’s College’. As well as my own related texts, My place Episode 2. So what is belonging? Well perceptions and ideas of belonging or not belonging vary. 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Analysis Of Primary Sources Related On The Black Death

Analysis of Primary Sources Related to the Black Death Only a small number of primary sources exist that write at length about the spread of the bubonic plague in Europe during the 14th century. With disease ravaging the continent, and medical science still in its infancy, mortality rates were extremely high. Anyone with training to help treat the disease was too busy handling patients to write in great detail about the spread of the disease. The virility of the disease also meant that many people who saw the disease and its effects would eventually contract the disease and die themselves of the plague; this left the documenting of the disease to a few writers who happened to log down some of the effects the disease had as well as how it affected the societies of Europe. Two of these primary sources that survive to us are The Florentine Chronicle, written by Marchione di Coppo Stefani who chronicled the spread of the disease in Italy, and The Chronicle of Jean de Venette written by Jean de Venette which describes the effects of plague in Byzantium. The Florentine Chronicle is an interestingly organized piece of work, in which Stefani mixes a chronicling of the presentation of the bubonic plague and its effects with the wider effects on Florentine society. Written in the late 1370s and 1380s, Stefani begins by describing some of the effects of the disease, and how it would alienate families from each other. He goes on to explain how the sick were abandoned in droves,Show MoreRelatedArc Of Justice : A Saga Of Race, Civil Rights, And Murder1160 Words   |  5 PagesAnna Raisch Professor Hagood Michigan History 10 November 2015 Arc of Justice Analysis Bibliography: Boyle, Kevin. Arc of Justice: A Saga of Race, Civil Rights, and Murder in the Jazz Age. 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Moby Dick Essay Example For Students

Moby Dick Essay People’s dreams can make them insane. One person can be entirely focused on a particular event that the event soon begins to take over their life and influence others. Captain Ahab’s intent is finding and killing Moby Dick, the whale that maimed and disfigured him years ago. His obsession with this whale puts many others in danger, such as Ishmael, Starbuck, and himself. Captain Ahab uses his shipmates as bait for Moby Dick himself. The day the ship leaves the dock on a search for whales, the men are trapped in a world gone mad with no escape. Ishmael, Starbuck, and Captain Ahab are all trapped in an unfortunate tragedy. Before boarding the ship, Ishmael sees a person on the dock beside the whaling boat. This person’s name is Elijah, coincidentally sharing the same name as the prophet. Elijah hints to Ishmael to turn back from this voyage while he still has time. Elijah states that Ahab shall smell land where there be none, Ahab shall go to his grave but will rise within one hour and beckon, and all save one will be destroyed. Ishmael disregards him and continues. When Ishmael is ready to board the ship, Elijah warns him again. This is a sign that something terrible will happen once aboard the ship and everything and everyone will be traumatized. If only Ishmael would know, he will soon be trapped in Ahab’s crazy world. Performing a pagan ritual before the groggy crew, Captain Ahab swears the men to join him in hunting down the white whale Moby Dick and killing him to satisfy Ahab’s desire for revenge. Starbuck is horrified, while the crazy ranting of their captain wildly inspires members of the ship. â€Å"This is an evil voyage. I fear the wrath of God. Service to mankind that pleases God is not revenge.†1 Greatly fearing what Ahab has in store in the world gone mad, Starbuck foresees tragedy. Nailing a doubloon to the main mast follows the crazy ranting and Ahab says, â€Å"Whosoever of ye raises me a white-headed whale with a wrinkled brow and a crooked jaw, he shall have this gold ounce, my boys!†2 Starbuck tells Ahab that he came to hunt whales, not his commander’s vengeance. As the savage harpooners drink, â€Å"Death to Moby Dick!† Starbuck mutters, â€Å"God help me!—keep us all!†3 Starbuck is well aware that Ahab will soon place all the men in immediate danger. Spending most of his time on deck and only seldom descending into the cabin, Ahab appears to be a sympathetic character in some aspects. During the night watches, old Ahab is on deck, pacing with his artificial leg. Ahab has been in search for Moby Dick before but Moby Dick escaped the loony captain. Ahab has been trapped in a world gone mad for an extremely long time. Since the day he was unable to catch the feared Moby Dick, his life was never the same. Ahab himself is trapped in madness and states, â€Å"May God damn us all if we do not hunt Moby Dick to his death!†4 Starbuck sees Captain Ahab’s whale map and disagrees. Ahab defined he distinctly knew what he was doing, â€Å"Dumb brute blasphemy—kills and mutilate out race. I would strike the sun if it offended me,†5 and he would not let Moby Dick get away this time no matter what the circumstance. Ahab was well aware of the trapped world he was inflicting on the shipmates but was only out for one thing; his fanatical self. Therefore, the innocent men are trapped in a world gone mad the very day the ship leaves the dock. Ishmael, Starbuck, and Captain Ahab are all trapped in a world of tragedy. These men were trapped by the madness of Captain Ahab. .u117720caa6a7aaf5950856f96978ee44 , .u117720caa6a7aaf5950856f96978ee44 .postImageUrl , .u117720caa6a7aaf5950856f96978ee44 .centered-text-area { min-height: 80px; position: relative; } .u117720caa6a7aaf5950856f96978ee44 , .u117720caa6a7aaf5950856f96978ee44:hover , .u117720caa6a7aaf5950856f96978ee44:visited , .u117720caa6a7aaf5950856f96978ee44:active { border:0!important; } .u117720caa6a7aaf5950856f96978ee44 .clearfix:after { content: ""; display: table; clear: both; } .u117720caa6a7aaf5950856f96978ee44 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u117720caa6a7aaf5950856f96978ee44:active , .u117720caa6a7aaf5950856f96978ee44:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u117720caa6a7aaf5950856f96978ee44 .centered-text-area { width: 100%; position: relative ; } .u117720caa6a7aaf5950856f96978ee44 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u117720caa6a7aaf5950856f96978ee44 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u117720caa6a7aaf5950856f96978ee44 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u117720caa6a7aaf5950856f96978ee44:hover .ctaButton { background-color: #34495E!important; } .u117720caa6a7aaf5950856f96978ee44 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u117720caa6a7aaf5950856f96978ee44 .u117720caa6a7aaf5950856f96978ee44-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u117720caa6a7aaf5950856f96978ee44:after { content: ""; display: block; clear: both; } READ: Lamoiyan Corporation: Building the Filipinos Sample Essay It was indeed their freewill to board the ship, but when they boarded they were unknowing of Ahab’s lunacy and hatred for Moby Dick. People’s dreams can indeed make them ballistic and Ahab was one of those people. Bibliography:Bibliography1. Melville, Herman, Moby Dick. â€Å"Moby Dick page 4.† 2. Internet. 3. Internet. 4. Melville, Herman. p. 35. Melville, Herman. p. 4