Examining what makes a British Soap Opera Essay Example for Free

Examining what makes a British Soap Opera Essay In a general sense, Soaps are continuous, serialised dramas broadcast up to three or four times a week, usually with an omnibus at the weekends. They are filmed in the same settings from episode to episode and follow very contemporary themes (this is what makes them so appealing). A gender spilt between the audience reveals that around 70% are women, so the major Soaps have a clear target audience. The majority of new soaps seek not to disturb ongoing ratings battles, but break new ground and aim their productions at different age groups. For example, Hollyoaks is relatively new and aimed at teens. Soaps consistently win the biggest share of television ratings and capture the biggest share because their content appeals to their target audience. This content, on the surface may seem simply crafted, but after close examination reveals the numerous techniques, performances and styles that are harmonised in order to make the soap successful. As an art from, Soaps emerge as a highly complex form of drama. There are many features that have to be planned using very formulaic methods so that the final product will conform to expectations. The writers must produce content that is engaging, yet open further leads on to other potential storylines. However, they also stretch the storylines as long as possible in order to allow time to pass in which they can invent new stories and close others. A common tact is to obviously allow a storyline to occupy a majority of the 30-minute slot, but spilt it with intervening storylines (which delay it from completing its course). This achieves two main objectives- the delay creates time for further writing and expansion of the main story, whilst the short storylines in between can be refreshed

The Character of Cholly in The Bluest Eye Essay -- Bluest Eye Essays

The Character of Cholly in The Bluest Eye Morrison has divided her portrayal of a fictional town of blacks, which suffers from alienation and subjugation, into four seasons. I believe that her underlying message is to illustrate the reality of life's travails: the certain rhythms of blessings and tragedies. Some blacks understand and acccept this philosophy and Morrison's use of the seasons portrays and echoes the bible verse, "To every thing there is a season, and a time to every purpose under the heaven"(Ec. 3.1). Perhaps this is a fatalistic approach or as Darrow says, Man is the product of heredity and environment and that he acts as his machine responds to outside stimuli and nothing else, seem amply proven by the evolution and history of man. Every process of nature and life is a continuous sequence of cause and effect (156). This theory is particularly evident in Morrison's development of Cholly, the man who raped his daughter. She could have portrayed him as a degenerate akin to Soaphead, a slimy character, who leaves us with a feeling of revulsion. Instead, step-by-step, she leads us through Cholly's life and experiences; so in the end, instead of hating him, we feel his pain. Cholly is introduced in the first chapter. He is the father of Pecola. Because of his actions, the whole family has been put out of their home. It was a miserable apartment, as ugly in appearance as the family. Except for Cholly. In his youth he had been big strong long limbed and full of his own fire. Now his behavior was his ugliness. Years of despair, dissipation and... ...ft pregnant with his child, and pushed to madness by these terrible circumstances: she finds her beauty in the bluest eye. I said in mine heart, God shall judge the righteous and the wicked; for there is a time for every purpose and for every work (Ec. 17). Morrison draws a sympathetic picture of Cholly. She blurs the reality and covers him with emotional longing for the love he knew in the past. Cholly has nothing more to lose. His life is a tragedy. Works Cited Darrow, Clarence."Crime and Free Will". Introductory Readings in Philosophy. Ed. Marcus G. Singer and Robert R. Ammerman. New York: Scribner, 1962. 156-57. Morrison, Toni. The Bluest Eye. New York: Plume: 1994. The New Chain Reference Bible. Ed. Frank Charles Thompson. Mt. Morris, N.Y: Chain Reference Bible Publishing. 1929.

Integrating basic skills Essay

Graphing and Social Studies The Rationale Graphing skills are in important tool for participating in adult society. As such, they should be emphasized and integrated into the curriculum. Including a graphing exercise as part of a larger social studies unit is a good way to reinforce math and interpretive skills. A graphing exercise gives the student an opportunity to demonstrate what has been learned in a creative way. Reproducing the information in graphical form also helps the students to see the big picture. It helps them see how different elements relate, and it provides a visual representation of the information that can be more easily remembered. As adults, the students will find that graphs are not solely a mathematical element. Graphs are a way we communicate concepts as well as data. Early integration of this skill into a child’s education can only be beneficial. The Exercise Software and internet sites to assist graphing activities are plentiful. For this exercise, the Create a Graph website (http://nces. ed. gov/nces/kids/graphing/) sponsored by the National Center for Education Statistics will be used. The students have been studying the Plymouth Plantation. This lesson points out that the Pilgrims attained a new sense of freedom, but it was not without hardship. The graphing exercise is designed to reinforce this concept. Before the exercise begins the teacher will run through a brief graphing tutorial. To begin, the students will each receive one of three different assignment sheets. They will later be divided into groups based on which assignment they receive. The students in group one will receive a handout summarizing the information obtained in the part of the lesson called â€Å"Step 2. † Their task will be to construct a graph at the Create a Graph website comparing the speeds of various forms of transportation, present and past, including the Mayflower. A bar chart will be suggested. The students may discuss the project as a group, but each student must complete a chart. The second group will receive a handout summarizing the climatic data obtained in â€Å"Step 3. † They will construct a chart showing the average temperature highs and lows for each month of the year. An area chart will be suggested. The third group will receive a handout describing population levels of colonists and natives in the area in the years 1620-1640. They will be asked to construct charts showing the population distribution (men, women, Native Americans) in the years 1620 and 1640. Pie charts will be suggested. Copies of each graph will be printed for each student in the group. Fonts, colors and labels will be at the discretion of the students, but the students will be asked to keep in mind that their chart must explain the data clearly to someone who might not already be familiar with it. After everyone has completed a chart they will return to groups to discuss their results. The graphs in each group will not be identical, but they should be similar. Each group will then be asked an interpretive question: â€Å"What is your graph telling us? † The answer should be one written sentence. The idea is to present a very concise summary of the information, i. e. â€Å"The population difference between men and women shrunk between 1620 and 1640. † The teacher will choose one or two members of each croup to present their graph, describe the process of making it, and describe the meaning. To reinforce the experience, the students will be asked, as a class a series of follow up questions including the following: – Could we have used different types of graphs to present the data? Why or why not? – Why do we use graphs? – What do the graphs tell you about life on Plymouth? The graphing exercise will help students visualize the data. They can then draw their own conclusions about what the data means. They will gain exposure to the different types of graphs and when it is appropriate to use each. It is also another chance to integrate interactive technology into the students learning experience. The group format will allow students to exchange ideas and develop for themselves a more creative learning experience. As with any group exercise, the job of the teacher is to facilitate interaction and full participation of the students. Sources Bergen County Intermediate School District. (2006). Technology Curriculum Integration Ideas! Retrieved 7/2/2006 from: http://www. remc11. k12. mi. us/bcisd/classres/intideas. htm Brooks, Susan & Byles, Bill. (2006). Idea Starters for using Technology in the Classroom. Retrieved 7/2/2006 from: http://www. internet4classrooms. com/integ_tech_lessons. htm Evans, Janet. (2005). Literacy Moves On: Popular Culture, New Technologies, and Critical Literacy in the Elementary Classroom. New York: Heinemann. Howell, Will C. (1987). Grid and graph it: graphing activities for listening and following directions, grades 4-6. Belmont, Calif. : Fearon Teacher Aids. National Center for Education Statistics. (2006). Students Classroom: Create a Graph. Retrieved 7/2/2006 from: http://nces. ed. gov/nces/kids/graphing/ Starr, Linda. (2003). Technology Integration Ideas that Work. Retrieved 7/2/2006 from: http://www. education-world. com/a_tech/tech/tech176. shtml Ventura, Fred. (2006). Graphing and Computers in Grades 3-5. Retrieved 7/2/2006 from: http://www,venturaes. com/graphing/.

Conceptual Geometry Syllabus

Geometry Syllabus Class Website: http://new. Schoolmates. Com/Sarah Welcome to Conceptual Geometry! This course will use the textbook Geometry: Cone pits and Applications. Conceptual Geometry builds upon the concepts presented in Algebra 1. New content is introduced as an extension of material previously mastered in the above mentioned course. A primary goal of Conceptual Geometry is the use of mathematical ideas in soVying problems ranging from everyday applications to the real world and sciences. Math Department Vision Statement The vision of our department Is to develop each student's understanding of anathema tics through a challenging and rigorous standards based curriculum. Our goal is to enable students to compete in today's global economic market and to achieve their own goals for success by been g able to think critically. Required Hardbound Notebook (70 sheets minimum),Materials #2 Sharpened Pencils, Eraser, Ruler. (scientific calculator 11TH)_ Classroom Responsibilities: S tudents must be in their seats and be ready to work before the bell rings. Students must respect each other's property, safety and right to learn. Students must come to class with required materials. Students must listen attentively and participate fully in class activities and discussions. Students must complete all assigned class work and homework on time.Students must take notes dally and keep a dally assignment log. Consequences: The consequences for not adhering to the classroom and school policies range in seven rite and depend on frequency of their occurrence. They include: Verbal Warning (3 Max) class Detention (lunch/after school) Phone call home Referral to the Office Parenthetical Conference Missing more than 9 days of class in a semester may result in an automatic 10% grad e reduction.

How I Got My Sweats Worth Out of a Content Mill

How I Got My Sweats Worth Out of a Content Mill Brace yourself. Im about to say something nice about content mills. First, the not-so-nice parts: If youve ever written for a content mill, you already know that theyre all about quantity, not quality, and management tends to be better at drawing people in than fostering morale or editorial standards. Theres a reason such places have been dubbed the sweatshops of online writing. And yet, content mills helped me leap from ferociously insecure writer to someone with a robust, independent writing career. Heres how it worked for me. My first writing job was a one-off newspaper article that eventually turned into six years of weekly columns and a book deal. Freelance gold, right? But I didnt know how successful it would be, and at the time I suffered from deep insecurity that, combined with the lack of feedback in the days before social media was a thing, left me convinced that my nascent column was a fluke. So, instead of pitching ideas to other publications, I sought refuge in the low expectations and anonymity of content mills that paid Suddenly, writing was far more lucrative than the side job Id been working. I became a full-time freelancer, even if it didnt look anything like Id imagined when, at about six years old, I started telling people that would be my career path. Encouraged Soon, I was straddling two career paths. On one side, seemingly endless access to a pool of easy money; all I had to do was endure a series of small indignities that I could escape The content mills made my choice easy Its in the content mills that I first learned the quality of my work is more important than where it runs, that theres no substitute for spending a lot of time writing (no matter the circumstances), and that having a prestigious job title like editor doesnt guarantee the person actually knows what theyre talking about. I also learned that flexibility, resiliency, and a willingness to make it work are what really make a freelance career go; and that youll be paid and treated just as poorly, or as well, as you allow. The latter may be the most important lesson of my freelance career scratch that, my life and has guided me every time I decide how to handle difficult colleagues or a challenging situation. Over the years, I have also learned that not all online content brokers follow the content mill model. Contently pays magazine rates and is a pleasure to work with. I hear that ClearVoice might pay similarly, although I havent yet had the pleasure; and E

Violence, Media, and Children Do a No-Cost Argumentative Essay Sample

Violence, Media, and Children Do a No-Cost Argumentative Essay Sample Read a free sample of an argumentative essay. While reading figure out how better to make arguments in your own argumentative essay. Violence, of course, is not a new concept – it’s actually been around since the beginning of civilization. But today it seems different, a new phenomenon. This is mostly due to the attention that violent crimes like rape and murder and assault get in the media. The media has intentionally sensationalized violent crimes just to get people to visit their website, pick up and buy their paper or magazine, or visit their social media platforms in order to grow their brand and give advertisers a reason to promote their businesses. It unfortunately always comes down to a media company trying to make a buck. FRATERNITY VIOLENCE IN HIGHER  EDUCATION But we have to ask ourselves, â€Å"What are the consequences of this attention that violence gets?† Quite naturally, another question emerges: â€Å"Does violence in the media cause violence in children?† The answer to this question is of course not so black and white, but actually shades of gray. This has been an ongoing debate for years, starting with the Columbine High School shooting in 1999 and extending to the current time with the Charleston, South Carolina, shooting at a primarily black church. Both events have garnered national and international attention, in turn prompting arguments in gun-rights and media attention debates. While it is difficult to determine which children who have experienced televised violence are at greatest risk, there appears to be a strong correlation between media violence and aggressive behavior within vulnerable ‘at risk’ segments of youth.   Dr. Beresin, Director of Child and Adolescent Psychiatry Residency Training at the Massachusetts General Hospital and McLean Hospital It’s hard to say whether these particular kinds of events have a direct effect on children to do the same. Some would say that people with a mental illness are likely to only commit these kinds of violent crimes in the first place. They either want to do serious harm to other people for some sick, sadistic reason, or they see that the media is basically celebrating a violent perpetrator. In an article published on aacap.org, the website for the American Academy of Child Adolescent Psychiatry, â€Å"The Impact of Media Violence on Children and Adolescents: Opportunities for Clinical Interventions, Dr. Eugene V. Beresin has some interesting insights on the topic. â€Å"While the causes of youth violence are multifactorial and include such variables as poverty, family psychopathology, child abuse, exposure to domestic and community violence, substance abuse, and other psychiatric disorders, the research literature is quite compelling that childrens exposure to media violence plays an important role in the etiology of violent behavior,† says Dr. Beresin, Director of Child and Adolescent Psychiatry Residency Training at the Massachusetts General Hospital and McLean Hospital. He goes on to say that the last 30 years or so have urged extensive research on the relationship between violence on TV and violent youth behavior. He says many studies have confirmed this correlation. According to the article, the typical American child watches more than 200,000 acts of violence (and more than 16,000 murders) before they reach the age of 18. It says that TV programs portray approximately 812 violence acts every single hour, with cartoons and another program for children having up to 20 acts of violence every hour. Read also: The Contribution of Academic Institution in Childrens Well-Being What is even more frightening, the article goes on to say, is how vulnerable young people who have been victimized in some way, shape or form may feel that violence is an outlet, a solution to their problems. This is especially true when children see so many of their favorite heroes in stories resorting to violence either as revenge or as a tool to combat evil – in other words, the bad guys. The scary thing is, a young, vulnerable child or even an adolescent may feel they are the hero, while they may see the person or persons bullying them or hurting other people or persecuting them in certain social groups as the bad guys. When they resort to what they have seen on television, they are likely to feel it is OK to resort to violence as a way of doing away with the bad guys. Children who watch televised violence are desensitized to it. They may come to see violence as a fact of life and, over time, lose their ability to empathize with both the victim and the victimizer. Dr. Beresin While this is certainly an issue of debate for many, it is false and irresponsible to pretend TV and other forms of media do not affect viewers, especially young people, in a negative way. This consequence may definitely come down to mental illness in most children and adolescents, as people who resort to violent crimes as a means to solve problems can only be sick in the head. Nonetheless, more and more young people are feeling a sense of aloneness in the world, perhaps evening feeling overlooked in a society that rewards people for being famous, for standing out and being popular. They yearn for celebrity, they yearn to be important, and in seeing how the media gives unlimited attention to bad things done by bad people, they see how violent, criminal behaviors can be an effective way to become larger than life. And so they conduct violent crimes knowing it will make them famous. It’s quite sad, really. But it’s the truth.

Workers Rights and Unemployment Issues in Qatar and United Arab Research Paper

Workers Rights and Unemployment Issues in Qatar and United Arab Emirates - Research Paper Example As a result of it, there was a manifestation of the large exploitation of the millions of low wage workers employed in the dangerous and dirty jobs in the various manufacturing companies. Most of the works that these workers were given include construction, cleaning services and domestic work and most of them are migrant workers. Likewise, the United Arab Emirates also gets a large portion of its labor pool from migrant workers mostly from South Asia. According to figures from 2005, 95 percent of the United Arab Emirates labor pools are migrants (Human Rights Watch, 2007). This translates to about 2.7 million workers most of who work in the construction and domestic service industries a scenario that is similar to Qatar’s laborers. Still just like Qatar, there are cases where most of the migrant workers are faced with problems whereby they are not given the work that they are promised when they are going to the country. Actually, in place of this, there is a lot of mistreatmen t by employers, especially for those who work in domestic areas and lack of proper bargaining channels by those who are employed in construction companies and other public places. The United Arab Emirates had a Draft Labor Law which the government opened for public review and comment on the 5th of February, 2007. There were quite a number of changes that were pointed out for change with some of the areas in need for urgent reform being the exclusion of provisions on workers’ rights to organize and bargain collectively, this included the prohibition of strikes, the exclusion of certain category of workers such as the domestic, farming and grazing workers from the protection of labor laws (Human Rights Watch, 2007). In... This essay stresses that unemployment is a critical social and economic problem in both developed and developing countries and the United Arab Emirates, though rich oil based company has not escaped this problem. Before the independence of the country, its economy was dominated by economic activities such as fishing and little agriculture. However, with the discovery of oil, and the rise of oil prices in the 1970’s provided the country with financial resources which enabled it to make a lot of economic development programs and created employment opportunities. This paper makes a conclusion that the United Arab Emirates seems to be having some issues with regard to worker rights and labor laws that are supposed to take care of the rights of the workers. This is the same case in Qatar where there are still cases of employer mistreatment and many other issues with regard to unfavorable work conditions. It will take the intervention of the governments of both countries to ensure that labor conditions are favorable. The aspect of Human Rights has become a sensitive issue the world over and these two countries are on the spotlight since they have to come up with laws that favor both the nationals and migrants who are many in their countries. Unemployment is not much of an issue in these two countries since they are among countries with the lowest rate of unemployment but they can still make the situation better by creating more employment opportunities and ensuring that the workers in the private sector are treated better.